<em>For most English  language  learners, grammar can be  a very hard subject and some students tend to use different types of  strategies to learn grammar. Using learning strategies is very beneficial as they facilitate the learning process and make it more controlled, enjoyable  and effective for learners. This study explores the grammar learning strategies used by Libyan EFL undergraduate  students  at the English Department of Sebha University and the most  frequents used strategies. The  study also aims to find out if there is a significant difference between the students' use of learning strategies and gender. The population of the study  were  121 Libyan EFL undergraduate students who are currently in  their first and second years.  Data was collected through questionnaire distributed to the participants in the class. The result  of the study revealed that Libyan EFL learners used different types of grammar learning strategies which included memory strategies, metacognitive strategies, socio-affective strategies and cognitive strategies which were the least frequent used ones. It was found that  the most frequent used strategies were memory strategies. The findings also  showed that there is no significant difference between the use of grammar learning strategies and the participants' genders.</em>

This study investigates the pragmatic and linguistic competencies of Arab postgraduate students and native English-speaking postgraduate students in Malaysian universities, focusing on their speech act strategies for requests and apologies. Using qualitative methods such as Discourse Completion Tests and conversations, the study addresses three research questions related to pragmatic and linguistic forms, gender differences, and cultural norms in English-speaking settings. The participants consisted of 95 individuals, including an equal number of males and females from four universities in Malaysia during the academic year 2022-2023. Of the participants, 32 were of Arab origin, and 63 were native English speakers. The study found significant differences in response rates between the two groups and emphasized the importance of understanding cultural norms for effective communication. The findings suggest that learners from Arab countries must comprehend the differences between cultural norms and conventions in English-speaking environments to communicate efficiently. The study has implications for assisting Arab-speaking graduate students in improving their communication abilities and promoting cross-cultural understanding in academic settings in Malaysia.

This study investigates the pragmatic and linguistic competencies of Arab postgraduate students and native English-speaking postgraduate students in Malaysian universities, focusing on their speech act strategies for requests and apologies. Using qualitative methods such as Discourse Completion Tests and conversations, the study addresses three research questions related to pragmatic and linguistic forms, gender differences, and cultural norms in English-speaking settings. The participants consisted of 95 individuals, including an equal number of males and females from four universities in Malaysia during the academic year 2022-2023. Of the participants, 32 were of Arab origin, and 63 were native English speakers. The study found significant differences in response rates between the two groups and emphasized the importance of understanding cultural norms for effective communication. The findings suggest that learners from Arab countries must comprehend the differences between cultural norms and conventions in English-speaking environments to communicate efficiently. The study has implications for assisting Arab-speaking graduate students in improving their communication abilities and promoting cross-cultural understanding in academic settings in Malaysia.

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