The paper titled "Language Learning Strategies and Learning Engagement as Predictors of Language Learning Achievement: An Investigation of Saudi EFL Learners" focuses on understanding the relationship between language learning strategies (LLSs), learning engagement (LE), and language learning achievement among Saudi college-level English as a Foreign Language (EFL) learners. The study specifically investigates how different types of LLSs and levels of LE influence students' success in learning English.
The purpose of this study is to explore the interplay between the use of LLSs and LE, and how these factors contribute to language learning achievement in a Saudi Arabian context. The research aims to fill a gap in the existing literature by focusing on Saudi EFL learners, a group that has been less frequently studied, and by examining the role of engagement within the positive psychology framework in the language learning process.
The methodology employed in this study is quantitative, utilizing a cross-sectional design. Data were collected through an online questionnaire distributed to 168 Saudi EFL students from King Khalid University. The questionnaire assessed various LLSs, including metacognitive, cognitive, affective, compensation, memory, and social strategies, as well as the four dimensions of LE: behavioral, cognitive, emotional, and agentic. The data were analyzed using descriptive statistics, correlations, and simple linear regression.
The key findings of the study reveal that metacognitive strategies were the most frequently used by the students, followed by compensation, cognitive, affective, social, and memory strategies. In terms of engagement, behavioral engagement was the most prominent, followed by cognitive, emotional, and agentic engagement. The study found a significant positive correlation between the use of LLSs and LE, indicating that students who frequently employed LLSs were more engaged in their language learning activities. Additionally, both LLS use and LE were significant predictors of language learning achievement.
The study concludes that the strategic use of LLSs, coupled with high levels of engagement, can lead to improved language learning outcomes among Saudi EFL learners. The findings underscore the importance of incorporating strategy-based instruction and fostering engagement in language learning curricula. The study suggests that educational policymakers and language teachers in Saudi Arabia should focus on training students in the use of effective learning strategies and creating a supportive, interactive classroom environment to enhance engagement and achievement.
These conclusions have significant implications for language education in Saudi Arabia, emphasizing the need for a learner-centered approach that considers the psychological factors influencing language acquisition. The study contributes to the broader field of second language acquisition by highlighting the role of positive psychology in language learning.