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The study surveyed 60 male undergraduate students from the English department during the 2019 academic session, and analyzed responses with SPSS. Results show students used almost all strategies at an average level, with social strategies highest and metacognitive next. Compensation and cognitive categories were also relatively strong, while memory was lowest. 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The current study explored the preferred language learning strategies for group of Saudi EFL learners in Shaqra University, Saudi Arabia. The sample of the study included 60 male undergraduate students enrolled in English department in 2019 academic session. The sample responded to the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford. Results were analyzed using SPSS program. Findings showed that the sample used almost all strategies in an average level. The findings showed that social strategy was used most frequently by this group of students followed by metacogntive strategy. Both strategy categories used with high range according to Oxford scale. While the rest of the strategies fell in the average range, compensation, cognitive, affective, except for the memory strategy which was used with low range. Based on the findings of the study, it is implied that training programs are suggested in this case to explain to the students the importance of using all LLSs as much as possible without focusing on one particular strategies and neglecting the others. |\n| Article history\u003Cbr>Received: March 15, 2019\u003Cbr>Accepted: June 17, 2019\u003Cbr>Published: August 31, 2019\u003Cbr>Volume: 10 Issue: 4\u003Cbr>Advance access: July 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Language Learning Strategies, L2 Learning Process,\u003Cbr>Strategy Inventory For Language Learning,\u003Cbr>Saudi Efl Learners, Shaqra University, Saudi Arabia |  |\n\nINTRODUCTION  \nRecently there has been a great and prominent shift from focusing on the teaching process into the learning process, that is, the study of language learning strategies (LLSs henceforth) started to rise and flourish due to the paramount significance of these aids on enhancing the academic achievements (Bremner, 1998) . Research into LLSs started in the 1960s and the main focus has been on understanding the LLSs used by the successful learners and what used by unsuccessful ones. It was proved that almost all LLS are used by most of the EFL but with variant levels and educational domains. The usage of LLSs vary based on different reasons including but not limited to gender, educational background, attitudes and others (Brown, 2001; Shmais 2003; Afshar, H. S., Tofighi, S., & Hamazavi, R. 2016; Hismanoglu, M., & Hismanoglu, S. 2011) .  \nPrevious research showed that learners learn differently regardless of the amount of the instruction they receive or the amount of time they spend learning (Brown, 2006; Richard & Rodger, 2014) . Thus, the question which arose based on these facts is how the individual characteristics and strategies affect their learning process (Cohen, 1996; Light-  \nbown & Spada, 2013). According to Oxford (1989), there are many variables could influence the learning process and the most prominent variables are learning strategies and styles. Due to the shift of research from teacher to students center, researchers start to explore and describe the prevailing behaviors and thoughts of second or foreign language learners (Ellis, 2008; Griffiths, 2008) . Hence, LLSs have received great attentions by various researchers and defined differently as shown in the next section.  \nDue to the importance of LLS in the life of EFL learners various definitions ha","cbCail9c9iOwW46g","https://ap.wps.com/l/cbCail9c9iOwW46g","pdf",628385,"English","# Article history\n## Received, Accepted, Published\n## Volume and issue\n# Abstract\n# INTRODUCTION\n# LLSS TAXONOMY\n# Conflicts of interest and funding","[{\"question\":\"What language learning strategies did the study examine?\",\"answer\":\"The study examined preferred language learning strategies using the SILL questionnaire based on Oxford’s strategy categories.\"},{\"question\":\"How were the participants selected and how many were there?\",\"answer\":\"The sample included 60 male undergraduate students enrolled in the English department at Shaqra University in the 2019 academic session.\"},{\"question\":\"Which strategy was used most frequently and which was used least?\",\"answer\":\"Social strategy was used most frequently, followed by metacognitive strategy. Memory strategy was used at the lowest level.\"}]","Exploring Language Learning Strategies of Saudi EFL learners at Shaqra University, Saudi Arabia | PDF",1792068459,23]