JORDANIAN STUDENTS LEARNING ENGLISH: STRATEGY DEPLOYMENT

Abstract

Gender and language proficiency are among the key factors that may impact learning strategy use. Thus, this study explored the impact of gender, perceived language proficiency, and academic level on learning strategy use by 111 English-major EFL students whose native language is Arabic. Using Oxford’s Strategy Inventory for Language Learning (SILL), the study revealed that females opt to use strategies more frequently than do males. The results also showed that the higher the proficiency level of the students was, the more frequent strategy use was. The most prevalent among the different strategy types was metacognitive ones when the least was memory. These findings are discussed and implications are set accordingly.