PROFICIENCY LEVEL AND LANGUAGE LEARNING STRATEGIES AMONG JORDANIAN STUDENTS AT UNIVERSITI UTARA MALAYSIA

Eshraq Mahmoud Mustafa Jaradat,Haryati Bakrin

doi:10.21070/picecrs.v1i1.655

Eshraq Mahmoud Mustafa Jaradat, Haryati Bakrin

Open Access

https://doi.org/10.21070/picecrs.v1i1.655

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Abstract

This study examines the relationship between proficiency level and language learning strategies (LLSs) among Jordanian students enrolled at Universiti Utara Malaysia. The frequency level of the LLSs employed by the students was also investigated. The theoretical foundation for the study was provided by three comprehensive theories which are the Behaviorism, the Cognitive Psychology, and the Schema Theory. The data for the LLSs was obtained from using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) that classifies six different strategies: 1) Memory Strategy (MS), (2) Cognitive Strategy (COG), (3) Compensation Strategy (COMPS), (4) Metacognitive Strategies (MET), (5) Affective Strategy (AFCS) and (6) Social Strategies (SOC). The frequency of the students’ overall use of LLSs was determined on a five-point Likert scale, ranging from high frequency use (3.5-5.0), medium frequency use (2.5-3.49), to low frequency use (1.0-2.49). Questionnaires were distributed and collected from a total of 97 students. Meanwhile, the students’ level of language proficiency was determined by their scores in the UUM English Language Proficiency Test (ELPT). Upon using the multiple regression analysis, the results show that the students used language learning strategies at a high frequency level. In addition, this study shows that there is a positive relationship between language learning strategy and proficiency level. These results indicate that proficiency level plays a vital role in determining the kinds of language learning strategy used. Curriculum designers and related bodies in Jordan should increase focus on the role of language learning strategies in promoting the acquisition of English language proficiency. The study also opens up avenues for more studies on language learning strategies not only in Jordan, but also in other countries where this area of study is lacking.

Highlights

Studies acknowledge that language learners do not necessarily address the learning process in the same style
The current study contributes to the related literature by filling the gap in previous studies by highlighting one of the important factors, namely, proficiency level that is associated with the language learning strategies on a sample of students who belong to a developing country such as Jordan
RESEARCH QUESTIONS The current study offers the following research questions: 1. What is the level of frequency of language learning strategies (LLS) employed by Jordanian students at Universiti Utara Malaysia based on Oxford’s (1990) Strategy Inventory for Language Learning Strategy Inventory for Language learning (SILL)?

Summary

Introduction

One main aim of examining such strategies is to gain more insights into the LLS involved in language learning and how to assist learners who are facing difficulties become better language students. The current study contributes to the related literature by filling the gap in previous studies by highlighting one of the important factors, namely, proficiency level that is associated with the language learning strategies on a sample of students who belong to a developing country such as Jordan.

Results

Conclusion