Universal Journal of Educational Research

Thi Pham Dam

Guangxi University, Guangxi, China

Hai Nhung Hoang

Hung Vuong University, Phu Tho, Vietnam

Dieu Linh Vi

Capital University of Physical Education & Sports, Beijing, China

ABSTRACT

This study investigates the use of learning strategies of spoken Chinese among Vietnamese students in China. Utilizing a questionnaire based on six learning strategies, the research explores the characteristics of Vietnamese students’ use of learning strategies, the influence of individual factors to use of learning strategies and differences in learning strategies’ choice between students with high and low HSKK scores. Results show that metacognitive strategies are the most frequently used, while affective strategies are the least. Individual differences significantly influence strategy use. Regarding learning motivation, students with both intrinsic and extrinsic motivations use all learning strategies more frequently, especially metacognitive strategies. Intrinsically motivated students slightly prefer memory and social strategies, while extrinsically motivated students favor compensation and affective strategies. Regarding learning duration, students with >4 years of Chinese study use cognitive and social strategies more frequently, students with <2 years of study rely more on compensation and affective strategies, and students in the 2–4 year group favor social strategies. Regarding language learning experience, learners without prior language learning experience report higher use of memory, compensation, and metacognitive strategies, while those with such experience show slightly higher use of social strategies. The results also indicate a significant correlation between cognitive, metacognitive, and social strategies and HSKK scores, with cognitive strategy showing the strongest correlation. Comparative analysis confirms that high-scoring students use cognitive and metacognitive strategies more frequently than low-scoring students. Based on the research findings, this study provides recommendations for both learners and teachers.