Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender.
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| Title: | Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender. |
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| Authors: | Alhaysony, Maha1 |
| Source: | Theory & Practice in Language Studies (TPLS). Jan2017, Vol. 7 Issue 1, p18-28. 11p. |
| Subject Terms: | *Language & education, *English as a foreign language, *Strategy Inventory for Language Learning, *Cognitive ability, *Learning strategies |
| Geographic Terms: | Saudi Arabia |
| Abstract: | This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford's (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 120750533 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alhaysony%2C+Maha%22">Alhaysony, Maha</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+%26+Practice+in+Language+Studies+%28TPLS%29%22">Theory & Practice in Language Studies (TPLS)</searchLink>. Jan2017, Vol. 7 Issue 1, p18-28. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+%26+education%22">Language & education</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Strategy+Inventory+for+Language+Learning%22">Strategy Inventory for Language Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford's (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory & Practice in Language Studies (TPLS) is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/tpls.0701.03 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 18 Subjects: – SubjectFull: Language & education Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Strategy Inventory for Language Learning Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Saudi Arabia Type: general Titles: – TitleFull: Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alhaysony, Maha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 17992591 Numbering: – Type: volume Value: 7 – Type: issue Value: 1 Titles: – TitleFull: Theory & Practice in Language Studies (TPLS) Type: main |
| ResultId | 1 |
