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Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender.

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Bibliographic Details
Title: Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender.
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]
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Database: Education Research Complete
Description
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]
ISSN:17992591
DOI:10.17507/tpls.0701.03