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LANGUAGE LEARNING STRATEGIES AND STUDENTS PERFORMANCE IN ESL CLASSROOMS

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http://dx.doi.org/10.31703/glr.2018(III-I).02      10.31703/glr.2018(III-I).02      Published : Mar 2018

Language Learning Strategies and Students9apos9 Performance in ESL Classrooms

Abstract

    This study investigates the relation of language learning strategies, memory, cognitive, compensation, metacognitive, social and affective strategy with the language performance of undergraduate students in ESL classroom. Data from the sample of 97 male and 63 female learners in a private university was collected through Strategy Inventory for Language Learning (SILL) by Oxford (1990), which is based on 50 items on the pattern of five-point Likert scale. Students’ GPA scores were collected for the relevant course in order to examine language performance. For descriptive and inferential statistics, the data have been analyzed through SPSS 15.0. The results showed a significant difference between used language strategy and performance. The cognitive and memory strategies were more significant while social and affective strategies were least significant. The study also revealed that female students used strategies more than male students, however gender did not play any significant role in language performance.

    Learning Strategies, Performance, Cognitive Strategy, Memory Strategy

    (1) Arshad Ali Khan
    Assistant Professor, Department of Linguistics, University of Management & Technology (UMT), Lahore, Punjab, Pakistan.
    (2) Sayyed Rashid Ali Shah
    Assistant Professor, Faculty for Language and Translation, King Khalid University, Abha, Saudi Arabia.
    (3) Hussain Ahmad
    Lecturer, English Language Institute, King AbdulAziz University, Jeddah, Saudi Arabia.
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Cite this article

APA

    APA : Khan, A. A., Shah, S. R. A., & Ahmad, H. (2018). Language Learning Strategies and Students9apos9 Performance in ESL Classrooms. Global Language Review, III(I), 17-38. https://doi.org/10.31703/glr.2018(III-I).02

CHICAGO

    CHICAGO : Khan, Arshad Ali, Sayyed Rashid Ali Shah, and Hussain Ahmad. 2018. "Language Learning Strategies and Students9apos9 Performance in ESL Classrooms." Global Language Review, III (I): 17-38 doi: 10.31703/glr.2018(III-I).02

HARVARD

    HARVARD : KHAN, A. A., SHAH, S. R. A. & AHMAD, H. 2018. Language Learning Strategies and Students9apos9 Performance in ESL Classrooms. Global Language Review, III, 17-38.

MHRA

    MHRA : Khan, Arshad Ali, Sayyed Rashid Ali Shah, and Hussain Ahmad. 2018. "Language Learning Strategies and Students9apos9 Performance in ESL Classrooms." Global Language Review, III: 17-38

MLA

    MLA : Khan, Arshad Ali, Sayyed Rashid Ali Shah, and Hussain Ahmad. "Language Learning Strategies and Students9apos9 Performance in ESL Classrooms." Global Language Review, III.I (2018): 17-38 Print.

OXFORD

    OXFORD : Khan, Arshad Ali, Shah, Sayyed Rashid Ali, and Ahmad, Hussain (2018), "Language Learning Strategies and Students9apos9 Performance in ESL Classrooms", Global Language Review, III (I), 17-38

TURABIAN

    TURABIAN : Khan, Arshad Ali, Sayyed Rashid Ali Shah, and Hussain Ahmad. "Language Learning Strategies and Students9apos9 Performance in ESL Classrooms." Global Language Review III, no. I (2018): 17-38. https://doi.org/10.31703/glr.2018(III-I).02