Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender
| Autor: | Maha Alhaysony |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
060201 languages & linguistics
Linguistics and Language education Significant difference Metacognition Context (language use) Cognition 06 humanities and the arts English language Language acquisition Language and Linguistics Developmental psychology Language learning strategies 0602 languages and literature Duration (project management) Psychology |
| Zdroj: | Theory and Practice in Language Studies. 7:18 |
| ISSN: | 1799-2591 |
| DOI: | 10.17507/tpls.0701.03 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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