LanguageLearningStrategyUseInPalestine

This study explores the use of learning strategies as an important factorin the success of EFL learners.The scarcity of research on the languagelearning strategies (LLSs)of Arab students has encouraged the researcherto investigate these strategies in the light of the following questionsin the current research:[-1-]1.What are the LLSs that are most frequently used by Arab EFL majorsat An-Najah University in Palestine?2.Is there a significant difference in strategy use due to gender?3.Is there a significant difference in strategy use due to languageproficiency as reflected by three variables:students'universityaverage,learning level and language self-efficacy beliefs (i.e.,how good learners perceived themselves to be in English).In order to measure strategy use,Oxford's Strategy Inventory for LanguageLearning (SILL)was used (Oxford,1990a).This paper then aims at identifying the English language learningstrategies that are most frequently used by An-Najah University Englishmajors.It is also hoped that this study will contribute to the variedliterature on the significant differences of learners'strategy use dueto gender and proficiency.BackgroundIn most of the research on language learning strategies,the primaryconcern has been on identifying what good language learners do to learna second or foreign language.Like general learning strategies,Englishlanguage learning strategies include those techniques that learners useto remember what they have learnt-their storage and retrieval of newinformation (Rubin,1987,p.19).LLSs also include receptive strategieswhich deal with receiving the message and productive strategies whichrelate to communication (Brown,1994;Chamot Kupper,1989).LLSs havebeen classified into several different ways.0'Malley et al (1985a,pp.582-584)categorized strategies into metacognitive,cognitive andsocioaffective.They found that most importance was given to themetacognitive strategies (i.e.,those that have planning,directing ormonitoring).Oxford (1990a)indicated that LLSs,are steps taken by thelearners in order to improve language training and develop languagecompetence.Moreover,she divided the strategies into direct and indirectinvolving information,memory behaviors,vocabulary knowledge,grammarrules,thought and mental processes.