Investigating EFL Learners’ Use of Language Learning Strategies Case of 1st year students at M’sila University
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Date
2018-06
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Abstract
Abstract
This study " Investigating EFL Learners’ Use of Language Learning Strategies" investigates the
language learning strategy (LLS) used by first year EFL students at M’sila University. The study
also attempts to identify the language learning strategies used by successful and unsuccessful
learners of English. The Oxford’s (1990) Strategy Inventory for Language Learning (SILL) was
administered to 80 first year students. The aspects that were examined entails the six language
learning strategies classified by Oxford (1990) as cognitive strategies, memory strategies,
compensation strategies, metacognitive strategies, affective strategies and social strategies. One
more research tool was used to investigate teachers’ awareness of the importance of LLSs in
learning a language and in their teaching practices. The data obtained were then analyzed using the
Statistical Package for The Social Science (SPSS) version 20. The findings show that first year
students attempted to use more metacognitive strategy and social strategy in their learning. In
addition, the favored LLSs used by successful students were metacognitive and cognitive
strategies, while unsuccessful students used social and compensatory strategies. Moreover, the
results show that EFL teachers at M’sila University are not all aware of LLSs use. This study aims
to help both teachers and students by raising their awareness to the importance of LLSs in the
success in learning a second language.