Saudi EFL Learners’ Use of Self-Regulation and Language-Learning Strategies: A Comparative Study

Abstract

The aim of this study is to compare the implementations of language-learning strategies (LLS) and self-regulated learning (SRL) strategies by female Saudi learners of English as a foreign language (EFL) who have different educational and proficiency levels. To accomplish this, two questionnaires investigating the implementation of SRL and LLS strategies were administered to 118 female Saudi EFL learners who had various proficiency levels; that is, levels A1, A2, B1, and B2. The findings revealed no significant differences in the implementation of LLS among female Saudi EFL learners across educational and proficiency levels. Although there were no significant differences in SRL usage across educational levels, a significant difference was found between learners at the B2 level and those at the A2 and B1 levels, as learners at the B2 level reported the lowest use of SRL. According to the results of this study, Saudi EFL learners employ similar LLS strategies and, to some extent, similar SRL strategies across various educational and proficiency levels. These findings could provide instructors, and academics with valuable insights into the implementation of SRL and LLS by female EFL learners in Saudi Arabia.