Abstract
<p><em>The present study investigated the use of individual learning strategies among Jordanian EFL university students. The study employed a quantitative method for collecting data involving mainly a questionnaire administration. Subjects of the study were 135 Jordanian students who study English and translation at Yarmouk University. The subjects of the study completed a questionnaire through which data were collected on their use of individual learning strategies. The obtained data were analyzed using the Statistical Package for Social Sciences (SPSS). The results revealed that most of the subjects were moderate users of the individual learning strategies. However, neither gender, nor major had a significant effect on the subjects’ use of those strategies. The study also showed that the subjects’ academic year level at the university had a significant effect in terms of their use of the strategies in favor of the seniors.</em></p>
Highlights
The present paper deals with learning strategies in the context of EFL (English as a Foreign Language) Jordanian students for whom Arabic is the mother tongue (L1) and English is a foreign language (L2) which is very important for their education and their future career
Most Jordanian students use individual learning strategy to enhance their learning of English as a foreign language only some of the time while 20% are frequent users of those strategies in their learning process; only 2.2% are seldom users of those strategies
These findings go in line with the results of Al Khatib’s (2013) study where the findings indicated that the subjects were sometimes strategy users
Summary
The present paper deals with learning strategies in the context of EFL (English as a Foreign Language) Jordanian students for whom Arabic is the mother tongue (L1) and English is a foreign language (L2) which is very important for their education and their future career. Oxford goes on to assert that strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. There is a strong relation between success and the strategy used in different aspects of language learning (Macaro, 2006). There are group differences and individual differences in the use of the learning strategy. Learners are expected to develop their own conscious or unconscious strategies to master the material quite soon in their study (Willerman & Melvin, 1979)
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