The paper titled "A Contrastive Analysis of ESL and EFL Learning Strategies" by Wafa Ismail Saud focuses on examining the differences and similarities in language learning strategies between English as a Second Language (ESL) learners and English as a Foreign Language (EFL) learners. The study's primary research question revolves around how the language learning strategies of these two groups vary depending on their learning context.
The purpose of the study is to investigate the extent to which ESL and EFL students use specific language learning strategies and how these strategies differ based on their respective learning environments. The study aims to provide insights that could help educators tailor their teaching methods to better suit the needs of ESL and EFL learners, particularly in the context of Malay and Saudi undergraduate students.
The research methodology employed in the study is a survey-based approach, utilizing the Strategy Inventory for Language Learning (SILL) questionnaire designed by Oxford (1990). The participants consisted of 150 Malay ESL students from University Malaya, Malaysia, and 150 Saudi EFL students from King Khalid University, Saudi Arabia. The data collected through the SILL questionnaire were analyzed using descriptive statistics and ANOVA to compare the frequency and types of strategies used by both groups.
The key findings of the study indicate that while there are some differences in the use of individual strategies between ESL and EFL learners, both groups share several commonalities. For instance, both groups most frequently used metacognitive strategies, such as organizing and evaluating their learning, and least frequently used affective and memory strategies. Additionally, the study found no significant differences in the overall strategy use between the two groups, with both reporting medium levels of strategy use.
The study concludes that despite some variations in individual strategy use, ESL and EFL learners exhibit similar patterns in their overall approach to language learning. The findings suggest that educators can improve teaching quality by incorporating a variety of learning strategies into their instruction, raising awareness among learners about the available strategies, and promoting lifelong learning habits. The study's implications highlight the importance of understanding the role of context in language learning and adapting teaching methods accordingly to enhance student outcomes.