English Learning Strategies Among Thai Logistics Management Students

Abstract

Understanding learning strategies used by learners helps teachers to advance pedagogy. However, an insufficient investigation has been dedicated to the exploration of learning strategies within the domain of logistics. The present study examined the English language learning strategies employed by Thai logistics management students enrolled at a Thai public university. To collect data, a questionnaire based on Oxford’s Strategy Inventory for Language Learning (SILL) was presented to 79 Thai EFL learners via Google Form. The findings revealed that the participants highly relied on both direct (memory, compensation, and cognitive strategies) and indirect (metacognitive and affective strategies) strategies. These results hold significant implications for stakeholders within the field of English for Specific Purposes (ESP).