LANGUAGE LEARNING STRATEGY USE BY ARAB GULF FEMALE TEFL STUDENTS

Abstract

The present study investigated the use of language learning strategies of 100 female students majoring in Teaching English as a Foreign Language (TEFL) at Ajman University of Science and Technology (AUST), UAE. The  Strategy use was assessed through the Strategy Inventory for Language Learning (SILL) (Oxford, 1990). The major findings were that the reported frequency of strategy use by the students was overall quite high, with the students reporting most frequent use of meta cognitive  strategies and least of affective and memory strategies. The learners' use of cognitive strategies highly correlated with their scores in reading skills. The learners’ Accumulative Grade Point Average (AGPA) and their scores in oral and writing skills significantly correlated with the use of the cognitive strategies. Similarly, the learners' use of compensation strategies significantly correlated with their scores in reading skills