EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

Mohammed Mahib UR Rahman


Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.


Language Learning Strategies (LLS), English as a Foreign Language, EFL Students, Qassim University

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DOI: https://doi.org/10.7575/aiac.alls.v.11n.5p.6


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