Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context

Abstract

This study investigates the type and frequency of language learning strategies used by Saudi EFL students. The subjects were 701 male and female Saudi EFL students enrolled in an intensive English language program at the University of Ha'il. The Oxford Strategies Inventory of Language Learning (SILL) was used with some modifications. The study seeks to extend our knowledge by examining the relationship between the use of language learning strategies (LLS) and gender and proficiency level. The results revealed that the students used language learning strategies with low to medium frequency. They preferred to use cognitive and metacognitive strategies the most, whereas they showed the least use of affective strategies and memory strategies. The findings of the study showed that there was no significant gender difference in the use of language learning strategies except for social strategies, as where females reported using them significantly more than males. Female students also tend to use overall language learning strategies more often than males. Moreover, the results revealed that highly proficient students used all six categories more than low-proficiency students. The paper concludes by recommending that more training should be given in using all strategies by embedding them in regular classroom activities. Suggestions are offered for future research.Keywords: language learning strategies, English as a foreign language, intensive English learning, strategy inventory for language learning (SILL), cognitive strategies, metacognitive strategies

Language learning strategy use by spanish efl students: the effect of proficiency level, gender, and motivation

“…This finding is in line with results in other studies (Al-Buainain, 2010;Alhaisoni, 2012;C. Chang, 2011;García Herrero, 2013;García Herrero & Jiménez Vivas, 2014;Hong-Nam & Leavell, 2006;Nikoopour et al 2011;Yang, 2007).…”

“…Highly proficient learners seem to have a more conscious control of their learning, and they use cognitive strategies in order to develop their language system. These results are not consistent with the studies mentioned before which revealed that proficiency level had a significant effect on the overall strategy use as well as on the different categories (Al-Buainain, 2010;Alhaisoni, 2012;Franco Naranjo et al, 2003;Hong-Nam & Leavell, 2006). However, the findings in the current study are in line with those in the study by García Herrero & Jiménez Vivas (2014) in which high level students employed cognitive strategies significantly more than students in the lowest level.…”

“…Most of those studies show a positive relationship between both variables giving evidences that the students with the highest level of language competence use a greater number of strategies more frequently and in a more effective way than those with a lower level (Al-Buainain, 2010;Alhaisoni, 2012;Franco Naranjo et al, 2003;García Herrero & Jiménez Vivas, 2014;Hong-Nam & Leavell, 2006;Wharton, 2000;Wu, 2008).…”

“…The results have usually showed that female learners use LLSs more frequently than male ones, supporting the general idea that females are superior to males in language learning. More recently there have been a number of studies supporting the superiority of female learners in overall strategy use, and in specific categories (Alhaisoni, 2012;C.-Y. Chang, Liu, & Lee, 2007;Corpas Arellano, 2010;Ghee, Ismail, & Kabilan, 2010;Hong-Nam & Leavell, 2006;Kavasoglu, 2009;Khalil, 2005;Radwan, 2011;Zhou & Intaraprasert, 2015).…”

“…Many studies have given evidences that females seem to use a wider range of strategies than males (Alhaisoni, 2012;C.-Y. Chang et al, 2007;Corpas Arellano, 2010;Ghee et al, 2010;Hong-Nam & Leavell, 2006;Kavasoglu, 2009;Khalil, 2005;Radwan, 2011;Zhou & Intaraprasert, 2015).…”