Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students
DOI:
https://doi.org/10.32674/4b63m946Keywords:
Academic achievement; autonomy; gender; language learning strategies; self-regulated learning.Abstract
This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.
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