چکیده:
This paper reports on how top EFL students foster oral communication strategies (OCSs) throughout their 4-year English program at the university level. It is a cross-sectional study of 40 EFL learners enrolled in the Department of English, Faculty of Education, Taiz University, Yemen. Data were collected through a questionnaire based on Oxford’s Strategy inventory for language learning (SILL). The findings revealed that the respondents not only used listening and speaking strategies in Oxford’s inventory but also invented some other strategies to cope with their learning environment. It was also found that the more they advance in the EFL program, the more their strategic competence improves. The results confirm previous studies that high-achieving learners employ several OCSs which facilitate their success. These strategies are put forward to low-achieving learners so as to elevate their English learning.
خلاصه ماشینی:
A Cross-sectional Study of Oral Communication Strategies by Successful EFL Learners Hussien Almaktary, Assistant Professor, Higher Institute of Applied Languages and Computer Sciences, Béja, Tunisia halmaktari2@gmail.
com Abstract This paper reports on how top EFL students foster oral communication strategies (OCSs) throughout their 4-year English program at the university level.
Of course, in such classrooms teachers use various strategies to accomplish their teaching tasks, and learners similarly employ some learning strategies to attain better learning outcomes (Ali & Säberg, 2017; Al-Sohbani, 2013; Keong, Yassin & Abdulrahman, 2014; Somsai & Intaraprasert, 2011).
Arguably, using LLSs is a good indicator of how learners approach tasks or problems they encounter in language learning (Ali & Säberg, 2017; Arpacı-Somuncu, 2016; Brown, 2014; Oxford & Burry- Stock, 1995; Somsai& Intaraprasert, 2011; Yanju & Yanmei, 2016).
In other words, LLSs, while non-observable or unconsciously used in some cases, give language teachers valuable clues about how their students assess the situation of learning, plan, select appropriate skills so as to understand, learn, or remember the new input presented in classroom (Arpacı-Somuncu, 2016; Bataineh, Al-Bzour & Baniabdelrahman, 2017).
Participants As suggested by several researchers, a study of good language learners is one of the most frequently used methods in gathering data about learning strategies (Ellis, 1989; Rubin, 1975; Oxford, 1990).
The results of this study concurs with Stern (1992), Lessard- Clouston (1997) and Oxford (1990) in that language learning strategies are tools for active, self- directed leaning that develop the communicative competence of students.