Abstract
This paper examines the patterns of the primary language learning strategies practiced by Saudi students. It investigates the correlation between students’ language competence and their choice of strategy. The study employed a questionnaire focussing on participants’ self-assessment of their linguistic proficiency, i.e., the Strategy Inventory of Language Learning (SILL) by Oxford (1990). This is made up of fifty self-assessment items assessing learners’ regularity in their use of specific language strategies. The outcome reveals that, of the six types of language learning strategies, students tend to most frequently employ the metacognitive strategy, followed by cognitive and social strategies. The findings also highlight that students in possession of a high level of English proficiency are closely associated with the use of: (1) two compensation strategies; (2) two metacognitive strategies; and (3) one effective strategy.
Highlights
These are further subcategorized as follows: 1) Communication Strategies: These are practiced by language learners in order to be able to hold fluent conversations
This paper examines the patterns of the primary language learning strategies practiced by Saudi students
The findings highlight that students in possession of a high level of English proficiency are closely associated with the use of: (1) two compensation strategies; (2) two metacognitive strategies; and (3) one effective strategy
Summary
These are further subcategorized as follows: 1) Communication Strategies: These are practiced by language learners in order to be able to hold fluent conversations. Gavriilidou et al (2017), who reached the same conclusion with respect to metacognitive strategies, inspected elementary and secondary Muslim EFL students and their teachers’ tactical profiles to study the point of intersection in their plan of action used by students and promotion by teachers. Given that both experiments were performed concurrently and within the same academic context, this correlation was somewhat anticipated considering established social gaps amongst conventional and EFL students of the Muslim community. The two experiments did not overlap in the sequence of the choice of the students with respect to the other groups that might reflect variations in the spectrum of academic objectives between the two forms of learning
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