Investigating Efl Learners’ Use Of Language Learning Strategies Case Of 1st Year Students At M’sila University

Résumé: 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.

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