The Teaching and Learning of EFL Learning Strategies at a Saudi College

Abstract

Shaqra University in Saudi Arabia is now seeking national institutional accreditation. The English program at Thadiq College of Sciences and Humanities, one of Shaqra University’s colleges, is participating in the project as a representative of all English programs in the university. The quality of teaching and learning is an important performance indicator that the accrediting committee (The Saudi National Committee of Academic Accreditation) considers in its evaluation process. For two years, teachers in the program have taught LLSs to students, especially in the first four levels that include skill-based courses. The present study therefore aimed to explore the frequency of teaching (reported by teachers) and using (reported by students) LLSs in the program. The relationship between LLSs on one hand and gender and achievement on the other was also explored. A 54-item questionnaire of strategies relating to vocabulary, reading, listening, writing and speaking was developed. After validated, the questionnaire was completed by 88 students and 18 teachers in the two sections of the program (for there is a section for each gender of students and teachers). Data analysis revealed high frequencies of both teaching and using LLSs. The agreement percentage between frequencies reported by teachers and students was 76%. No statistical differences were found between male and female students in LLSs. Finally, a strong positive correlation was found between LLLSs and each individual strategy category and total strategies. Implications based on the results are offered.