Language Learning Strategies Among Saudi EFL Students

Fahad Alqahtani, Rafik Ahmed


This study aims to examine language learning strategies as important factors that affect students’ learning. The study sample consists of 34 male students in Royal Guard Secondary School in Riyadh city. In order to examine the English language learning strategy, use among Saudi secondary-school EFL students, they provided their responses to Oxford’s Strategy Inventory for Language Learning (SILL) (Oxford 1990, Version 7.0). The results showed that the students used direct strategies more than indirect strategies. The most frequently used strategies among students were compensation strategies, whereas the least frequently used strategies were social strategies. In addition, the study results show that the general pattern of language learning strategy used by the students includes compensation, affective, metacognitive, cognitive, memory, and finally social strategy. It can be concluded that teachers in secondary-schools are recommended to pay due attention to the use of language learning strategies among students and support them in employing the strategies that are beneficial for them based on the differences and styles. This can help teachers greatly in achieving satisfactory teaching results.

Keywords: Learning Strategies, Memory Strategies, Cognitive Strategies, Compensation Strategies, Metacognitive Strategies, Affective Strategies, Social Strategies.

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