PREFERENCE IN LANGUAGE LEARNING STRATEGIES OF FOUNDATION STUDENTS OF OMAN COLLEGE OF HEALTH SCIENCES, MUSCAT: AN INPUT IN DEVELOPING LANGUAGE PROGRAMS

Marlon Manuel, Doryl Sequena Wilson, Suleiman Al Shibli, Nihad Al Balushi

Abstract


This study explores the realm of Second Language Acquisition (SLA), specifically the factors that influence the success of non-native English learners, with a special focus on their Language Learning Strategies (LLS) and individual learning preferences. Recognizing the diversity of learning strategies and preferences, the study conducts a critical analysis to provide English teachers with empirical data to advance their knowledge and recalibrate their teaching approaches to foster more effective English language instruction. Using a descriptive-quantitative approach, the study employs a survey questionnaire to collect relevant data from the respondents. The survey focuses on demographic details such as age, sex, and GPA, and the Oxford’s Strategy Inventory for Language Learning (SILL), covering six strategy categories: memory, cognitive, compensation, metacognitive, affective, and social strategies. Results reveal metacognitive strategies as the most preferred, indicating a strong inclination towards self-regulation and planning, while affective and memory strategies are the least utilized. Correlations between demographic variables, such as age and GPA, highlight the impact of students’ backgrounds on language learning preferences. The findings offer vital implications for English teachers, emphasizing the need to design more adaptive teaching methodologies aligned with individual learning styles and preferences. This empowers English teachers to enhance both academic performance and second language acquisition, ultimately supporting students’ long-term proficiency and success in their use of the target language.

 

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Keywords


preference, language learning strategies, cognitive, metacognitive, affective

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i5.5928

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