Assessing Language Learning Strategy Use: The Case of the 1st Year EFL Students at the University of Mascara

Abstract

This dissertation aims to assess the students' language learning strategy (LLS) use, to check whether there are significant differences in the students' LLS use regarding gender, and regarding proficiency level. The research was conducted with the first year EFL students at the university of Mascara. A total of 157 students have completed Oxford's Strategy Inventory for Language Learning (SILL). Three first year EFL teachers and ten students were interviewed. In addition, the final grades were obtained from the English department administration to determine the students' proficiency level. The findings revealed that the students' overall use of LLSs is medium where metacognitive strategies are the most frequently used strategies. Additionally, there are statistically significant differences between male and female students in the use of affective strategies which has a significant difference in favor of female. Moreover, the students achievement is explained by two categories of strategies namely: Cognitive strategies and Metacognitive strategies.