Abstract
The current study investigated the types of learning strategies used by Omani grade ten students when learning grammar. It also explored the differences between students of different proficiency levels in using grammar learning strategies. In order to gather data on students' grammar learning strategies, a frequency-based scale was designed and distributed to 170 students from Al Dhakeleya Governorate in Oman. The questionnaire consisted of thirty-eight items covering three types of grammar learning strategies, which were cognitive, metacognitive and socio-affective strategies. The present study revealed that grade ten Omani students used the three types of learning strategies to different extents. The study showed that Omani tenth graders used meta-cognitive strategies more frequently than cognitive and socio-affective strategies. The study also revealed that proficient students used more metacognitive strategies than less proficient students. The study makes a number of recommendations for future practice.
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