Language Learning Strategy Instruction in Saudi Arabia: A Systematic Review

Abstract

Strategy instruction is essential in the literature of language learning/learner strategies. This paper employs a literature review to determine how much strategy instruction is addressed in language learning research in Saudi Arabia, how many instruments have been used and what kind of strategies are taught. A search was conducted on articles from 1950 to 2020 through the Saudi Digital Library. From an initial 297 records, 17 (5.7%) studies met the review criteria. This small number reflects the shortage of language learning strategy instruction in Saudi Arabia. The reviewed studies also targeted different variables in their strategy instructions, which shows that they were developed based on personal discretion. The most taught strategies are reading strategies and then vocabulary/spelling strategies. The least taught strategies, however, are social and motivational strategies. Only one of the studies utilized a standardized measure for one of its dependent variables after instruction. Thus, it was difficult to make comparisons across the studies. It is recommended that Saudi strategy researchers include strategy instruction in their investigation of language learning strategies and calculate the duration of their instruction in hours for clarity. They should also explain in detail what intervention is used, why and how they conducted the instruction. In addition, strategy instruction is a demanding task that requires a multi-method data collection approach.

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

“…According to Hergan and Pečar [29] and Tomak [30], several factors must be considered in choosing a learning method, namely learning objectives, student conditions, learning resources, and characteristics of the technique or method used. Alnufaie [31] and Khalil et al [32] states that the selection of learning methods or techniques used in learning must be adapted to the teaching materials and media to be used. Considerations in selecting learning methods or techniques must be made by the teacher or lecturer because each method or technique always has its advantages and disadvantages.…”

Language learning strategies and learning engagement as predictors of language learning achievement: an investigation of Saudi EFL learners

“…Therefore, this study aimed to contribute to the current debates on LLS use in relation to learning engagement and language learning achievement by foregrounding experiences of Saudi college EFL learners, a less researched context. In addition, the absence of “strategy-based instruction is still scarce in the context of Saudi language learning strategy research” (Alnufaie, 2022, p. 197). The focus of this study is on college students since they are generally required to achieve high levels of English language proficiency to increase their opportunities to apply for future jobs.…”

“…The lack of foreign language proficiency could also lead the learners to lose their engagement, particularly in the traditional classroom settings. For example, the kind of interaction that takes place in most EFL classrooms in most Saudi Arabian universities may afford little opportunity for the use of various learning strategies such as the use of social or affective strategies (Alnufaie, 2022). In other words, the impact of LLS use and LE on Saudi EFL college learners' language learning achievement is still poorly understood.…”