An Investigation of Language Learning Strategies Used by Female Saudi EFL College Students

Abstract

Although language learning strategies (LLSs) received considerable amount of attention since 1970s, limited studies have focused on the use of LLSs by ESL students especially EFL students. In order for educators to gain insight into students approach to language learning through the use of LLSs, further research should be conducted about the use of LLSs within various contexts. The current study aims primarily to investigate the LLSs used by Saudi EFL female college students in Riyadh, Saudi Arabia, and secondly to assess whether any difference exists in terms of LLSs used among students from different universities and university levels. The Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990b) was used as a research instrument to collect data since it was initially designed to elicit information about LLSs employed by ESL/EFL students. In this study, an adapted version of SILL was used to elicit information about the strategy employed by 145 female Saudi EFL students at three universities. The results showed that the students were in general medium to high users of strategies. The most common strategy was the metacognitive strategy, whereas the least common were the affective and memory strategies. There were no significant differences between LLSs and university levels. The results reflect the students’ awareness to manage their own learning since metacognitive strategies refer to learning language through planning, organizing, monitoring and evaluating (Oxford, 1990b). In addition, the low use of affective strategies is likely to be due to fear of making mistakes and being uncomfortable when using English.