Exploring the English Language Learning Strategies Preferred and Used by Jazan University Female Students

This study aimed to investigate the language learning strategies employed by Saudi university students and examine the differences in strategy use based on academic year level, motivation, and proficiency. The study was conducted at the University College of Aldayer, a female college at Jazan University, and included a sample of 125 students majoring in English. Data were collected using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The findings revealed that participants frequently used language learning strategies overall. No significant differences were found in relation to academic year level, however, sophomore and junior students tended to use language learning strategies more frequently than freshman and seniors. In addition, the results indicated that highly motivated students tended to use metacognitive, memory, cognitive, and affective strategies more frequently than less motivated students. However, no significant differences in strategy use were found based on language proficiency, except for metacognitive strategies, which were significantly used by more proficient students than their less proficient counterparts.