[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589798-105":3,"detail-sidebar-cat-0-en-105":85,"doc-detail-589798-en":134},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","language-learning-strategy-use-and-english-proficiency-of-iraqi-upper-secondary-school-students-study-on-iraqi-sixth-grade-preparatory-students","Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students - Study on Iraqi Sixth-Grade Preparatory Students","","Investigates language learning strategies used by Iraqi sixth-grade preparatory students and examines how gender and English proficiency level influence strategy use. Employs SPSS (v20) with independent-samples t-test, one-way ANOVA, and Tukey HSD to analyze data from 210 randomly selected students (105 females, 105 males) in Baghdad. Results show medium overall use; no significant gender differences. Cognitive and memory strategies are most frequent, compensation least, and high-proficiency students report greater use across six categories.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/language-learning-strategy-use-and-english-proficiency-of-iraqi-upper-secondary-school-students-study-on-iraqi-sixth-grade-preparatory-students/589798/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/language-learning-strategy-use-and-english-proficiency-of-iraqi-upper-secondary-school-students-study-on-iraqi-sixth-grade-preparatory-students/589798.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the study’s main purpose?","Question",{"text":63,"@type":64},"To investigate which language learning strategies Iraqi sixth-grade preparatory students use and how gender and English proficiency level affect their strategy use.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the data analyzed?",{"text":68,"@type":64},"The study used SPSS version 20, including independent-samples t-test, one-way ANOVA, and Tukey HSD.",{"name":70,"@type":61,"acceptedAnswer":71},"What strategy categories were used most and least?",{"text":72,"@type":64},"Cognitive and memory strategies were the most frequently used categories, while compensation strategies were the least frequently used.",{"name":74,"@type":61,"acceptedAnswer":75},"Do gender and proficiency level influence strategy use?",{"text":76,"@type":64},"Gender showed no statistically significant differences in the frequency of using language learning strategies. In contrast, students with high proficiency used all six strategy categories more than medium- and low-proficiency students.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},589798,1792161075,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},6,"Technology",50,"technology",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":101,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":119,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":148,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students\u003Cbr>Qusay Mahdi Mutar*\u003Cbr>University of Baghdad, Iraq\u003Cbr>Corresponding Author: Qusay Mahdi Mutar, [E-mail: Lm3qusay@perc.uobaghdad.edu.iq](E-mail: Lm3qusay@perc.uobaghdad.edu.iq) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>To learn English language, there are some language-learning strategies, which learners need tobe familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males) . The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students. |\n| Article history\u003Cbr>Received: March 26, 2018\u003Cbr>Accepted: June 04, 2018\u003Cbr>Published: August 31, 2018\u003Cbr>Volume: 9 Issue: 4\u003Cbr>Advance access: July 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>English Proficiency,\u003Cbr>Gender,\u003Cbr>Language-learning Strategies, Sixth-Grade Preparatory Students, Strategy Inventory For Language Learning (SILL) . |  |\n\nINTRODUCTION  \nThere is no doubt that English language nowadays is conceiving as number one among the world’s languages. It has been termed as a global language for its wide usage in current business communication, navigation, science and above all that in scientific publication. Johansson and Jonsson (2006) stated that two thirds ofall scientific publications are written in English language. Mastering English language gives an opportunity for learners to get a better job (Flanegin & Rudd, 2000) . However, learning English language as stated overtime is not that easy task to be mastered for many learners. In respect of this, numerous studies have found that there is a noticeable discrepancy of acquiring English language asa foreign or second language among learners: this significant difference among learners has triggered the attention of specialists over the world. Since the sixties of last century, numbers of social, cognitive, affective, and metacognitive domains were identified as crucial domains that contribute to learning second language (brown, 2000) . These domains have subsumed under the different types of language learning strategies such as memory, cognitive, compensation, metacognitive, effective, and social strategies.  \nLanguage learning strategies known as applicable steps chosen by learners to enhance their language learning pro-  \ncess and make it more enjoyable, faster, self-directed, active, and consequently, transfer their knowledge to more advanced level (oxford, 1990) . Boroujeni (2014) reported that two main objectives ascribed to use LLSs: they stimulate learners to apprehend and recognize the target language more efficiently, and the proper practicing of language learning strategies helps learner to enhance his autonomy in the process of learning without the assistance teacher. Rubin (1975) describes language-learning strategies as a set of useful t","cbCaihhKxiFz5My3","https://ap.wps.com/l/cbCaihhKxiFz5My3","pdf",549034,"English","# Introduction\n## Language learning strategies and second-language development\n# Study design and analysis\n## Research purpose and variables\n## Data analysis methods (SPSS, t-test, ANOVA, Tukey HSD)\n# Findings\n## Overall strategy use and gender differences\n## Strategy categories: cognitive/memory vs. compensation\n## Proficiency-level differences across strategy categories","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To investigate which language learning strategies Iraqi sixth-grade preparatory students use and how gender and English proficiency level affect their strategy use.\"},{\"question\":\"How was the data analyzed?\",\"answer\":\"The study used SPSS version 20, including independent-samples t-test, one-way ANOVA, and Tukey HSD.\"},{\"question\":\"What strategy categories were used most and least?\",\"answer\":\"Cognitive and memory strategies were the most frequently used categories, while compensation strategies were the least frequently used.\"},{\"question\":\"Do gender and proficiency level influence strategy use?\",\"answer\":\"Gender showed no statistically significant differences in the frequency of using language learning strategies. In contrast, students with high proficiency used all six strategy categories more than medium- and low-proficiency students.\"}]","Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students - Study on Iraqi Sixth-Grade Preparatory Students | PDF",1792068144,23]