The Relationship between Language Learning Strategies and Achievement among EFL University Students

Abstract

This study investigated the relationship between language learning strategies and achievement among Yemeni EFL university students. It also identified the differences between high and low achievers in using language learning strategies. Seventy students were randomly selected from the fourth level on the basis of their university scores as high and low achievers. The study adopted the SILL questionnaire developed by Oxford (1990) to collect the data of the study. The obtained data were statistically analyzed through SPSS software. The results of the study showed that the most frequently used strategies of high achievers were meta-cognitive, compensation and cognitive strategies while the least frequently used strategies were affective, memory and social Strategies. On the other hand, the most frequently used strategies of low achievers were meta-cognitive strategies, the strategies entitled "others" and affective strategies whereas the least frequently used strategies were cognitive, social and memory strategies. The findings also revealed that there was a statistically significant difference between high and low achievers in the overall use of LLSs in favor of high achievers, there were significant differences between high and low achievers in using meta-cognitive, compensation and cognitive strategies in favor of high achievers and there was a positive relationship between the overall use of language learning strategies and students' academic achievement. It was also found that the meta-cognitive and compensation strategies positively correlate with the students' academic achievement. The findings have significant implications for research on LLSs, classroom instruction, materials design, and teacher preparation

Language learning strategies research in English as foreign language contexts: A systematic literature review

“…Regarding the research designs identified, 34 investigations covered in this literature review can be considered non-intervention research. In this respect, 22 correlational studies attempted to associate LLS and other variables, such as learning characteristics [16], language proficiency [17], [18], [21], [27], [28], [41], [56], self-efficacy [19], [50], [53], self-regulation [23], [24], language learning beliefs [25], personality traits [29], learning styles [31], among others. Moreover, a total of 12 investigations can be categorized as survey research for they emphasize depicting the participants' use of LLS (e.g., [26], [30], [33], [35], [36], [40], [44], [48]).…”

Effectiveness of Group Work Strategy on the Achievement of EFL Secondary Schools Students in Ma’rib City

“…Many studies have confirmed that the poor level of academic achievement in English is due to the use of the traditional method and the failure to make the learner the centre of the educational process (Khaleel & Alrefaee, 2018). Searching for an effective method of teaching still occupies the minds of researchers.…”