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Strategy Use by English-Major Jordanian Undergraduates

Published online by Cambridge University Press:  23 February 2012

Yousef M. Al-Shaboul ,
Sahail M. Asassfeh  and
Sabri S. Alshboul
Yousef M. Al-Shaboul*
Affiliation:
The Hashemite University, Jordan. [email protected]
Sahail M. Asassfeh
Affiliation:
The Hashemite University, Jordan.
Sabri S. Alshboul
Affiliation:
The Hashemite University, Jordan.
*
*Address for correspondence: Yousef M. Al-Shaboul, College of Education (Department of Curriculum & Instruction and College of Art, Department of English, The Hashemite University, P.O. Box 150459, Zarqa 13115, Jordan.
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Abstract

Research suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.

Keywords

language learning strategyEnglish as a Foreign Language (EFL)Strategy Inventory for Language Learning (SILL)perceived English proficiency
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 27 , Issue 1 , 01 June 2010 , pp. 31 - 40
Copyright
Copyright © Cambridge University Press 2010

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