Language learning strategy use among Saudi EFL students and its relationship to language proficiency level, gender and motivation

This study examined the language learning strategies of Saudi EFL students in an intensive English language program. The study sought to give an account of the type and frequency of strategy use among these students in this relatively input-poor environment. It was also conducted to examine the relationship between strategy use and certain factors such as language proficiency level, gender and motivation.; The study consisted of three parts. In the first part, 237 participants responded to questionnaires on strategy use, motivation and demographic information. In the second part, strategy use was further investigated via e-mail interviews with 8 participants individually to obtain more insights about how they used a subset of the strategies investigated in the first part. The third part of the study utilized MSN Messenger to interview two groups of five male and six female participants and was intended to investigate other contextual or cultural factors that might affect language learning strategy use.; Descriptive statistics were used to give an account of the type and frequency of the participants' strategy use. Findings indicated that these participants generally used language learning strategies at a moderate level. In addition, MANOVAs revealed significant differences in strategy use based on language proficiency level. However, MANOVA procedures showed no significant differences between male and female participants in all categories of strategies included in the questionnaire. Motivation was found to significantly correlate with all strategy categories.; Findings from the e-mail interviews corroborated those obtained in the first part of the study, and added more insights about the participants' strategy use. More proficient and highly motivated participants used a greater number of effective strategies more frequently. In addition, the findings indicated that female participants utilized a more active approach to language learning, and were more inclined to communicate with English speakers. Findings from the group interviews also showed greater female strategy use, especially out-of-class strategies. The findings also revealed that teachers and teaching practices affect students' motivation and strategy use. Implications and recommendations for teaching based on these findings are presented.