INVESTIGATING VIETNAMESE EFL PRE-SERVICE TEACHERS’ FREQUENCY AND PERCEPTIONS OF USING GRAMMAR LEARNING STRATEGIES

Abstract

Grammar learning strategies are essential in English language acquisition. This study aims to explore the frequency of grammar learning strategies and learners’ perceptions of their effectiveness, particularly among 86 EFL pre-service teachers at a university in the Mekong Delta of Vietnam. The questionnaire including 2 main sections was used to collect data which provided insights into participants’ strategies. The result revealed that EFL pre-service teachers employ all four types of grammar learning strategies (cognitive; metacognitive; social and affective strategies) to divergent degrees. Specifically, cognitive strategies are the most frequently used strategies by participants. Additionally, participants who demonstrated positive attitudes toward grammar learning strategies perceived them as effective in grammar learning. This research contributes to a deeper understanding of grammar learning strategies in the EFL context and provides valuable insight for learners and educators.