Despite the critical role of reasoning in shaping language teaching and learning strategies in higher education, prior studies have either separately examined reasoning or focused on one specific type thereof and language teaching and learning strategies. To address this gap, this study took a comprehensive approach by examining various types of…

This study attempts to replicate Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI). It explores the use of GLSI by Saudi students of English as a Foreign Language (EFL) in their college preparation year. The re-emergence of GLSI after a long period of neglect is a significant development in Language Learning Strategies. Consequently, due…

Intellectual engagement is essential for international students' academic success. However, academic speaking challenges associated with communicative language anxiety and inadequate prior learning experience could impede students' academic communication abilities in foreign universities. Thus, students adopt academic speaking strategies to tackle…

The coronavirus disease 2019 (COVID-19) outbreak has forced a sudden transition from face-to-face learning to online learning in higher education. This circumstance challenges university students to be more selfdirected in learning with relatively minimum assistance from their lecturers or peers. Therefore, it is becoming increasingly important to…

This qualitative study uses a semi-structured interview to investigate why Saudi learners stop learning a third language and whether these reasons are permanent or temporary. The participants were six female master's degree students who had experience learning a third language outside of formal education or informal settings. This study identifies…

Balancing teaching national, regional, and foreign languages presents a challenge for higher education, illustrated by the use of hypertext for multilingual communication. This study investigates the correlation between proficiency in multilingualism and cultural awareness among higher education students. Embedded mixed methods design explores the…

Examined the learning strategies used by 43 American learners of Arabic as a foreign language in their writing tasks. Learning strategies were assessed through a process of introspection. When composing, students wrote down all techniques and procedures used to perform the writing task. Results show both proficient and less proficient learners…

Presents a descriptive analysis of speech acts in Arabic: forms of address, apologies, requests, expressions of gratitude, disagreement, greetings, refusals, partings, and telephone etiquette. Results reveal that linguistic formulas of each speech act were determined by social distance, formality of the situation, age, level of education, and…

Reports on current English language learning strategies used by Arabic-speaking English-majors enrolled at a University in Palestine. Results showed that gender and proficiency had no significant differences on the use of strategies. Recommends that more training should be given in using cognitive, memory and compensation strategies by embedding…

Reports a study of listening problems encountered in the English-as-a-foreign-language classroom in the English for Specific Purposes Centre at Damascus University in Syria. Looks particularly at learner strategies, features of the listening text, characteristics of the speaker, attitudes of the listener, the task to be completed as a result of…

Focuses on the learning of English as a foreign language (EFL) by Arabic-speaking secondary school students. To see which variety students transferred from, they were asked to translate into English two versions of a short Arabic text: one Modern Standard Arabic (MSA), and the other non-standard Arabic (NSA). Results indicate the importance of…