Transcript LLSs - Qatar University

Language Learning Strategies Employed by University
Students of English in Qatar
The study investigates the current language learning strategies
used by students of English at the University of Qatar. The
subjects of the study are 120 Arab students enrolled at the
Department of Foreign Languages representing different
learning levels (1st Year - 4th Year). The study discusses the
type and frequency of strategies use among the students
according to their GP and different Levels of Learning. The
results and the findings of the study would have implications for
learning as well as teaching English for Arabs. Recent research
suggests that successful language learner is that who uses wide
range of effective language learning strategies. Thus, a less
successful English learner can be helped to enhance his/her
language learning through 'training of learning strategies'. The
research and theory in the study are based on a cognitive
information processing perspective of human thought and
action, viewing language as a complex cognitive.).
The information and results will be of potential
use in a number of areas. Specifically, the study
can have the following benefits.
1. To investigate the role learning strategies play.
2. To study the effect of Year/Level on learning
strategies.
3. To study the effect of Proficiency/Grade on
learning strategies.
4. To report different types of learning strategies.
5. To investigate the frequency of learning
strategies.
6. To provide implications for language learners.
7. To provide implications for language teachers.
8. To encourage and help the University
authorities and policy makers to make the
appropriate decisions by associating courses with
their actual and realistic usability by making use
of learning strategies to enhance learning
abilities.
9- To ensure lifelong learning.
10- To support the continuing development of
responsive teaching and learning in English.
Haifa Al-Buainain
Department of Foreign Languages
Qatar University
H1: There are differences in the strategies
used (i.e. some strategies were used
More/Less than the others).
H2: There is a significant difference
between strategy use and University
Average.
H3: There is a significant difference
between strategy use and Level/Year of
Learning.
H4: There is a significant difference
between strategy use and Self-efficacy
(i.e. personal judgments of performance
capabilities).
The instrument used for collecting data on strategy use was
Oxford's (1990, pp. 293-300) Strategy Inventory for Language
Learning (50-items for ESL/EFL). The SILL is a self-scoring
survey. The SILL appears to be the only language learning
strategy instrument that has been checked for reliability and
validated in multiple ways (Oxford & Burry-Stock, 1995).
Green and Oxford quote reliability of various forms of SILL,
using Cronbach's alpha for internal consistency, as .93-.98
(1995, p. 264). The SILL uses a 5 Likert-scale for which the
learners are asked to indicate their response ranging from 1
(`Never or almost never true of me') to 5 (`Always or almost
always true of me') to a strategy description such as (Item
22): "I try to translate word-for-word."
According to Oxford’s (1990) SILL, language strategies are
grouped into two types:
1)Direct Strategies are classified into:
Memory strategies (9 items); Cognitive strategies (14 items) and
Compensation strategies (6 items)
2) Indirect Strategies are divided into Metacognitive,
Affective and Social
DISCUSSION