The Influence of Culture on EFL Students’ Learning Strategies. The Case of Master II Students Language and Communication, Department of English, UMMTO

Abstract

The present study which deals with Language Learning Strategies in relation to learner’s socio-cultural background, aims at examining the use of language learning strategies (LLSs) by Master II students Language and Communication of the department of English at MMUTO. Additionally and essentially, the study aims to examine whether the socio-cultural background of the learner influences language learning strategies use. To conduct this study we adopted both quantitative and qualitative methods in data collection and data analysis. Thus, 45 Master II students participated in responding to the Strategy Inventory for Language Learning (SILL), which reflects the frequency of LLS types as used by the students. Interviews were also conducted with 14 students among those who responded to the SILL in order to relate and to discover whether the strategy choice of the students is influenced by their sociocultural background. The data are analyzed following the SPSS method of analysis and the qualitative content analysis respectively. The analytical frameworks are Oxford LLS theory, and Vygotsky’s SCT theory. The results show a strong tendency towards metacognitive, cognitive and social strategies, where metacognitive strategies are the most used. The least used strategies are compensation, memory and affective strategies. Furthermore, the results gathered from the qualitative data, that is, the interview confirmed that the socio-cultural background of the students of the department of English influences them when selecting their language learning strategies.