ANALYSIS OF FACTORS INFLUENCING THE USE OF CHARTS IN ENGLISH LEARNING BY GRADE 11 STUDENTS: INFORMATION TRANSFER TECHNIQUES

Abstract

In the context of high school students having difficulty accessing academic English texts, charts are seen as visual aids to help organize and remember information more effectively. This study aims to identify the factors that influence chart use behavior in the English learning process of grade 11 students, focusing on three aspects: comprehensibility, fun, and memorization. With 81 students participating in the survey at Chi Lang High School (Gia Lai), the data were analyzed by descriptive statistical methods, Pearson correlation and multiple linear regression. The results showed that, while all three factors were positively correlated with graph behavior, only "memorability" demonstrated a statistically significant effect on regression testing (β = 0.990; p <.001). This finding reinforces the hypothesis that the learning behavior of high school students is influenced primarily by perceptions of cognitive performance. From there, the study suggests that teachers should encourage students to create their own charts as a positive cognitive activity, rather than just using charts as an available illustration tool.