Language Learning Strategy Use and Concept Development among Jordanian Undergraduate English Language Majors

This study investigated, for two continuous years, the level of use of foreign language learning strategies (FLLSs). It also investigated their development in terms of the study-semester and gender variables by 45 Jordanian undergraduate English Language Majors. The Strategy Inventory for Language Learning (SILL) was used as an instrument for collecting the data necessary to answer the questions of the study. Appropriate statistical devices were employed to analyze the data. The findings revealed that Jordanian undergraduates majoring in English Language were High strategy users for most of the strategies. The Metacognitive strategies were ranked first followed by the Social, Compensation, Affective, Cognitive, and Memory strategies respectively. Differences between males’ and females’ responses were not significant in terms of the gender variable while the study-semester variable showed significant differences in favor of third and fourth semesters' responses. The findings were ascribed to a variety of factors such as: age, courses students study, determination to get high marks, and wide use of modern technology. The conclusions support the idea of unconscious learning of FLLSs through long exposure to English Language courses and students' preference of Metacognitive strategies.

This study investigated, for two continuous years, the level of use of foreign language learning strategies (FLLSs). It also investigated their development in terms of the study-semester and gender variables by 45 Jordanian undergraduate English Language Majors. The Strategy Inventory for Language Learning (SILL) was used as an instrument for collecting the data necessary to answer the questions of the study. Appropriate statistical devices were employed to analyze the data. The findings revealed that Jordanian undergraduates majoring in English Language were High strategy users for most of the strategies. The Metacognitive strategies were ranked first followed by the Social, Compensation, Affective, Cognitive, and Memory strategies respectively. Differences between males’ and females’ responses were not significant in terms of the gender variable while the study-semester variable showed significant differences in favor of third and fourth semesters' responses. The findings were ascribed to a variety of factors such as: age, courses students study, determination to get high marks, and wide use of modern technology. The conclusions support the idea of unconscious learning of FLLSs through long exposure to English Language courses and students' preference of Metacognitive strategies.