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With major contributions from the emerging field of Linguistics in the mid 1970s, language learning strategies began to receive considerable attention. It is worth noting that the primary concern of most of the studies on language learning strategies has been the identification of the characteristic of good language learners and what it is that they do to learn a second language ! The focus of this study, consequently, is the teaching of language learning strategies to facilitate better learning. It aims at differentiating the strategies of good language learners from those of poor language learners. The hypothesis is this would enable language teachers to propagate the successful strategies to ensure better learning outcomes: A major factor for socio-economic development in KSA. It analyses the strategies used by Saudi students in learning English as a foreign language. Further, it brings out the teacher's role in raising the students'awareness of different strategies, educating the teachers in the use of these strategies, and training them to assimilate these into regular classroom activities. Instruments used include a questionnaire administered to the students and interviews with the teachers.  \nKeywords: Strategies, EFL, Saudi students, learning outcomes, learner differences  \n1. Introduction  \nPsycholinguistic studies into foreign language acquisition in recent years have positively correlated many variables with successful learning outcomes. These studies classify learners into different categories depending upon the learning style most successful with them. For instance, a kinaesthetic learner will learn the best when learning for him/her is integrated with activities involving movement. On the other hand, the lecture method is most successful with the auditory learner. Further, the analytic learner is likely to look for minute details in a learning experience whereas the global learner may prefer learning through global exposure. Thus, the learning environment is believed to influence the learner’s response to methods of presenting language. These characteristics are now seen as aspects of learning style or cognitive style. Apart from these, culture as learned by the learner from family, school and community is also known to influence the learning style. In the current study, however, the subjects being mono cultural (Arab), we have discounted this factor and focused on documenting the learning strategies of the EFL learners, correlating these with the learning outcomes (the performance in tests later administered), and finally, highlighting the specific strategies of the ‘good learners’. The idea that the strategies of the ‘good learners’ are identifiable and implementable in the classroom is an area of interest for us as we have attempted here to find ways of improving the learners’ strategies (on the assumption that every learner applies one or the other strategy for language acquisition) and raising their awareness about other strategies that they might develop. The large scale implication of th","cbCailhReYR80y4r","https://ap.wps.com/l/cbCailhReYR80y4r","pdf",636419,12,"English","# Abstract\n# 1. Introduction\n# 2. Literature Review","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to teach language learning strategies by differentiating strategies of good EFL learners from those of poor learners to improve learning outcomes.\"},{\"question\":\"Which group and language learning context does the study analyze?\",\"answer\":\"It analyzes strategies used by Saudi students learning English as a foreign language, within an Arab mono-cultural context.\"},{\"question\":\"How are data and evidence collected in the study?\",\"answer\":\"The study uses a questionnaire administered to students and interviews with teachers as the main instruments.\"}]","Learning Strategies of the Arab EFL Learners: Finding Correlation with Outcomes - Research Paper | PDF",1792067592]