Effects of Motivation, Proficiency, and Gender on Saudi EFL Learners’ Utilization of Language Learning Strategies

Abstract

This study aims to investigate the use of language learning strategies among English as a foreign language university students and examine the effect of motivation, proficiency, and gender on learners’ use of these strategies. The significance of the study lies in its contribution to the field of second language learning and its potential to inform language educators, teachers, and curriculum developers about the strategies learners employ to enhance their learning experience. The study addressed two questions: a) what language learning strategies do Saudi EFL learners utilize most frequently in learning English? b) what is the impact of learners’ gender, motivation, and proficiency on their use of language learning strategies? The sample consists of 395 Saudi EFL students selected through purposive sampling. The study utilized a self-reported questionnaire to assess learners’ motivation and language learning strategies. The results revealed that EFL learners predominately utilized metacognitive and cognitive strategies, whereas affective strategies were the least frequently employed. The study demonstrated that motivation had the most significant effect on learners’ utilization of all strategies, with statistically significant differences observed across the different motivation groups. Furthermore, language proficiency had a notable impact on learners’ use of metacognitive, cognitive, and compensation strategies. However, there were no significant differences in the utilization of LLSs among male and female learners. The study has several pedagogical implications that can inform language educators, teachers, and learners in EFL settings.