Language Learning Strategy Use of Dilla University English Major Students

Abstract

This study was conducted to describe the language learning strategies used by English major students at Dilla University. To this end, all thirty English major second-year students participated in the study. The study utilized a descriptive research design. Data were gathered using Oxford’s Strategy Inventory for Language Learning (SILL) and interviews. Data from interviews were analyzed qualitatively, whereas data obtained through the questionnaire were analyzed using the Statistical Package for Social Sciences (SPSS) version 20. To analyze the data, descriptive and inferential statistics such as mean, standard deviation, one-way ANOVA, and post hoc tests were applied to determine whether there is a statistically significant mean difference among the groups’ language learning strategies. The findings claim that high achievers outperformed their average and low achievers by employing more types and more frequent use of language learning strategies. In the meantime, it was confirmed that there exists a significant mean difference among high-, average-, and low-achieving students’ language learning strategies.