Language Learning Strategy Use by Turkish International School Students in Yemen

Abstract

This study intended to investigate the Language Learning Strategies(LLSs) of Yemeni secondary school students studying at the Turkish international school in Sana'a, where English is a medium of instruction. Eighty-three (83) students (males= 40 and females= 43) were the participants of the study, 78 responded to the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) of ESL or EFL version of 50 statements. The responses were calculated through statistical analysis in terms of mean, standard deviation, correlation and the t' test. It was found that: a) all participants found to be high users (Means above 3.5) of meta cognitive strategies, and medium users of the left five strategies. Memory & affective. strategies the most infrequently used. The learners' use of cognitive strategies highly correlated with their scores in speaking and reading skills. Affective strategies and gender correlated significantly with learners' level. However, there was no significant difference between male and female students regarding their use of the six categories of LLSs.