English abstract
This study was undertaken to investigate the language learning strategies (LLSs) that Omani students employ in learning English as a foreign language with reference to:
a) Seven strategy categories (listening, speaking, reading, writing, grammar,
vocabulary and general strategies).
b) Cognitive and metacognitive strategies.
The present study made an attempt to look for patterns of variation by gender, stream, parent's educational level and proficiency levels.
A total of (708) third secondary school graduates enrolled in the first year at the Sultan Qaboos University participated in this study. Subjects completed a 45- item questionnaire covering the strategy categories mentioned earlier
The results of the present study showed that Omani third secondary students are medium-strategy users and that the two strategy categories that were used most often were grammar and vocabulary strategies with means of 3.40 and 3.37 respectively. The findings also indicated that students almost always used cognitive strategies more than metacognitive strategies.
The results also indicated that the females in the sample were better in the use of the LLSs than the males. The females also used more cognitive and metacognitive strategies than the males. The results also reveal that there were significant differences regarding father's educational level and proficiency levels on the use of the LLSs. However no such significant differences were found concerning the effect of stream and mother's educational level on the use of the LLSs.
In the light of the findings, implications and recommendations were suggested.
