Strategies and Self-Regulation in French Language Learning among Thai Learners at the Tertiary Level

Abstract

The selection of suitable strategies and self-regulation methods in learning contributes to increased opportunities for learners to achieve success and/or higher motivation in learning. This is because learners are able to engage attentively in their studies and various activities until their objectives are accomplished. The study aims to examine self-regulation strategies in the French language learning process among Thai tertiary-level students and propose effective learning methods and guidance for anticipated success. The researcher conducted interviews with 30 Thai learners studying French language at the tertiary level in Bangkok. The interview questions employed are open-ended inquiries centered around three academic situations: regular classroom learning, exam preparation, and group work. The findings revealed that different learning situations influenced the selection of strategies and self-regulation methods. Specifically, learners emphasized self-directed learning in all activities, but in regular classroom learning, learners prioritized learning objectives. On the other hand, during exam preparation, learners focused on content review with peers, and in group work, social dynamics were identified as a highly influential factor. Additionally, the observed self-regulation processes in all activities included maintaining focus on goals. Furthermore, learners exhibited individual differences in the selection of self-regulation methods based on their own characteristics.