Investigating the Language Learning Strategies of Students in the Foundation Program of United Arab Emirates University

Recently, language learning strategies have gained a lot of importance in different parts of the world, including the United Arab Emirates (UAE). Successful foreign or second language learning attempts are viewed in the light of using appropriate and effective language learning strategies. This stud...

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Bibliographic Details
Published in:International education studies 2013, Vol.6 (9), p.135
Main Authors: Abdulwahed Ahmed Ismail, Sadiq, Z. Al Khatib, Ahmad
Format: Article
Language:English
Subjects:
College Students
English (Second Language)
Foreign Countries
Gender Differences
Language Proficiency
Learning Strategies
Metacognition
Second Language Learning
Statistical Analysis
Strategy Inventory for Language Learning
United Arab Emirates
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Summary:Recently, language learning strategies have gained a lot of importance in different parts of the world, including the United Arab Emirates (UAE). Successful foreign or second language learning attempts are viewed in the light of using appropriate and effective language learning strategies. This study investigated the patterns of language learning strategies (LLS) used by 190 male and female students in the Foundation Program of the United Arab Emirates University (UAEU). It also explored the effects of language proficiency level and gender 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. The results demonstrate that these learners were overall medium strategy users. Metacognitive strategies were the most frequently used among the six strategies followed by social strategies, compensation strategies, affective strategies, cognitive strategies and memory strategies respectively. Proficiency level and gender had no significant effect on the overall strategy use nor on the use of each individual strategy. The findings of this study provide some implications for classroom instruction, curriculum design and teacher training. The study ended with some recommendations to direct future studies.
ISSN:1913-9020
1913-9039
DOI:10.5539/ies.v6n9p135