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Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment
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Author(s): Wagdi Rashad Ali Bin-Hady (Hadhrmout University, Yemen), Abdu Al-kadi (Ibb University, Yemen), Ali Abbas Falah Alzubi (Najran University, Saudi Arabia) and Hassan Saleh Mahdi (University of Bisha, Saudi Arabia)
Copyright: 2020
Pages: 17
Source title: ICT-Based Assessment, Methods, and Programs in Tertiary Education
Source Author(s)/Editor(s): Serpil Meri Yilan (Agri Ibrahim Cecen University, Turkey) and Kasim Koruyan (King Saud University, Saudi Arabia)
DOI: 10.4018/978-1-7998-3062-7.ch005

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Abstract

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

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