Abstract:

In Arabic Speaking countries, few research studies have attempted to discover Language Learning Strategies (LLSs) for English as Foreign Language (EFL) students. This is particularly true in Saudi Arabia. However, researchers, instructors, and administrators have acknowledged just 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 LLSs used by female university students and professors in Saudi Arabia over a three-year period starting in January 2013. The researchers also explored the effects of language proficiency levels on the use of these strategies. An Arabic translated version of 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 results of this research were first presented at the 2015 TESOL Arabia and INTED 2015 Conferences by the researchers and give some valuable implications for classroom instruction, curriculum design, and teacher training. The presentation ends with some recommendations for changes in curriculums and administrative practices, as well as recommendations for continuing future studies.

Keywords:

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