Language Learning Strategy Use of Dilla University English Major Students

Abstract

The purpose of this research was to investigate the language learning strategies employed by English major students at Dilla University. The participants of the study were thirty second-year students enrolled in the program. A descriptive research design was adopted. Data were collected using Oxford’s Strategy Inventory for Language Learning (SILL) alongside interviews. While the questionnaire data were analyzed through the Statistical Package for the Social Sciences (SPSS) version 20, interview responses were examined qualitatively. Descriptive statistics, including mean and standard deviation, together with inferential methods such as one-way ANOVA and post hoc tests, were used to determine whether significant differences existed in learners’ strategy use. The findings revealed that students with higher achievement levels employed a broader range of language learning strategies and used them more frequently than both average- and low-achieving learners. Moreover, the results confirmed that a statistically significant mean difference existed among the three groups in their application of learning strategies.