Abstract:

In Arabic Speaking countries, few research studies have attempted to discover Language Learning Strategies for English as Foreign Language (EFL) students. This is particularly true in Saudi Arabia. However, researchers, instructors, and administrators have acknowledged how important it is to know HOW students study for their target language as it is to know WHAT they are studying (i.e.-Grammar, Vocabulary, Academic vs. Daily English, etc.). This collaborative study brought together teachers, researchers, and professors, who investigated the patterns of language learning strategies used by female university students and professors in Saudi Arabia over a two-year period starting in January 2013 through January 2015. It also explored the effects of language proficiency levels on the use of these strategies. An Arabic translated version of the Oxford’s (1990) Strategy Inventory for Language Learning (SILL) was used for collecting the data. This is a standard survey used throughout several countries to generalize Language Strategies. The results demonstrate that these learners were overall low to medium strategy users. The findings of this study will be presented at the conference, along with some implications for classroom instruction, curriculum design, and teacher training. The Presentation will end with some recommendations to direct future studies.

Keywords:

Language learning strategies, English as a second language, Strategy inventory for language learning (SILL), Cognitive academic language proficiency (CALP).