Language Learning Strategies of EFL Students in the University General Requirements Unit in the United Arab Emirates University.
The purpose of this study was to investigate the patterns of English Language learning strategies used by Emirati EFL university students, and to examine the effects of gender and proficiency level on the use of these strategies.
This study was conducted at the United Arab Emirates University. The sample consisted of 190 EFL students at the University General Requirements Unit. Data was collected through administering an Arabic translation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and a demographic questionnaire.
The findings indicated that these EFL University students were medium range strategy users and that students favored using metacognitive strategies, followed by social, compensation, affective, cognitive and memory strategies, respectively.
Gender and language proficiency levels had no significant effects on strategy use of Emirati EFL university learners, nor did they affect any of the six strategy categories.
EFL instructors and curriculum planner might find the results of this study beneficial when designing English language instruction and curriculum plans. However, the findings of this study are exclusive to EFL learners at the UAEU and should not be generalized to include all EFL university learners in the UAE.