Classifying Saudi Students' Second Language Learning Strategies.
Issue Date
2019-08-31Author
Alshehri, Abduljabbar
Publisher
University of Kansas
Format
130 pages
Type
Dissertation
Degree Level
Ph.D.
Discipline
Curriculum and Teaching
Rights
Copyright held by the author.
Metadata
Show full item recordAbstract
The purpose of this study was to explore the issue of strategies’ classification with the Strategy Inventory for Language Learning (Oxford, 1990) to determine whether these strategies contribute to the proposed classification through confirmatory factor analysis. The investigation explored how each item loaded to the latent construct of various classification strategies in order to assist second language teachers and researchers for the purpose of facilitating second language acquisition. Moreover, this study was the first to explore and classify Saudi students’ second language learning strategies and thus, offers a unique contribution to the literature. The results revealed that Saudi Students made moderate use of strategies as classified by Oxford (1990) in Model.6, which classified strategies into six categories; Memory, Cognitive, Compensation, Metacognitive, social, and Affective strategies. However, Saudi students were not consistent in their use of other classification strategies as proposed by Oxford in seven other models. Therefore, language teachers and researchers should be cautious about using it and drawing conclusions based on its outcomes.
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