1. Female Language Learning Strategies in Saudi Arabia
Presented by: Dr. Lisa Wells
Co-author: Dr. Karen Johnson

2. Table of Contents
Why do we need to know about Language Learning Strategies in Saudi Arabia?
Who are the students at risk?
What are Language Learning Strategies?
Direct
Memory, Cognitive, Compensation
Indirect
Meta-cognitive, Affective, Social
Interrelationships between Direct and Indirect
Results of SILLs among female Saudi Students
Implications

3. What are language learning strategies?
“Language learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more directed, more effective, and more transferrable to new situations.” (Oxford, 1990, p. 8)

4. The challenges Motivating students
Responsibility for their own learning
Broader learning goals
Students learn in different ways. Every one has a preferred style and it is possible to test children to determine their preferences. Knowledge of different learning style is key to successful teachers.

5. Who are the students at risk?
Struggling students
Reluctant students
Disadvantaged students
Alienated students
Resistant students
Educationally deprived

6. I. Why Language Learning Strategies?
Contribute to the main goal, communicative competence
Allow learners to become more self-directed.
Expand the role of teachers.
Are problem-oriented.
Are specific actions take by the learner.
Involve many aspects of the learner, not just the cognitive.
Support learning both directly and indirectly.
Are not always observable
Are often conscious.
Can be taught.
Are flexible.
Are influenced by a variety of factors.

7. Learning Strategies Learning Strategies Direct Memory Cognitive
Compensation
Indirect
Metacognitive
Affective
Social

8. Direct Strategies: Memory, Cognitive, and Compensation
Creating mental linkages
Applying images and sounds
Reviewing well
Employing action

9. Memory Memory Creating mental linkages Grouping
Associating/elaborating
Placing new words into context
Applying images and sounds
Using imagery
Semantic mapping
Using keywords
Representing sound
Reviewing well
Structured reviewing
Employing action
Using physical responses or sensation
Using mechanical techniques

10. Direct Strategies: Memory, Cognitive, and Compensation
Practicing
Receiving and sending messages strategies
Analyzing and reasoning
Creating structure for input and output

11. Cognitive Cognitive Practicing Repeating
Formally practicing with sounds and writing system
Recognizing and using formulas and patterns
Recombining
Practicing naturalistically
Receiving and sending messages
Getting the idea quickly
Using resources for receiving and sending messages
Analyzing and reasoning
Reasoning deductively
Analyzing expressions
Analyzing contrastively (across languages)
Translating
Transferring
Creating structure for input and output

12. Direct Strategies: Memory, Cognitive, and Compensation
Compensation strategies
Guessing intelligently
Overcoming limitations in speaking and writing

13. Compensation Compensation Guessing intelligently
Using linguistic clues
Using other clues
Overcoming limitation in speaking and writing
Switching to the mother tongue
Getting help
Using mime or gesture
Avoiding communication partially or totally
Selecting the topic
Adjusting or approximating the message
Coining words
Using a circumlocution or synonym

14. Indirect: Metacognitive, Affective, and Social
Metagcognitive
Centering your learning
Arranging and planning your learning
Evaluating your learning

15. Metacognitive Metacognitive Centering your learning
Over viewing and linking with already know material
Paying attention
Delaying speech production to focus on listening
Arranging and planning your learning
Finding out about language learning
Organizing
Setting goals and objectives
Identifying the purpose of a language task (Purposeful listening/reading/speaking/writing)
Planning for a language task
Seeking practice opportunities
Evaluating your learning
Self-monitoring
Self-evaluating

16. Indirect: Metacognitive, Affective, and Social
Lowering your anxiety
Encouraging yourself
Taking your emotional temperature

17. Indirect: Metacognitive, Affective, and Social
Lowering you anxiety
Using progressive relaxation, deep breathing, or meditation
Using music
Using laughter
Encouraging yourself
Making positive statements
Taking risks wisely
Rewarding yourself
Taking your emotional temperature
Listening to your body
Using a checklist
Writing a language learning diary
Discussing your feelings with someone else

18. Indirect: Metacognitive, Affective, and Social
Asking questions
Cooperating with others
Empathizing with others

19. Indirect: Metacognitive, Affective, and Social
Asking questions
Asking for clarification or verification
Asking for correction
Cooperating with others
Cooperating with peers
Cooperating with proficient users of the new language
Empathizing with others
Developing cultural understanding
Becoming aware of others’ thoughts and feelings

20. Interrelationships between Direct and Indirect Learning Strategies
Memory
Cognitive
compensation
Indirect
Social
Affective
metacognitive

21. Results of SILLs among female Saudi Students
Table 2
Descriptive Statistics for the six SILL Sub-Categories
Descriptive statistics of the SILL N
Minimum
Maximum
Mean
SD of Mean
Frequency Use
Meta-cognitive
116
1.42
4.58
3.20
0.78
Medium
Social
1.00
5.00
3.12
0.95
Affective
1.45
2.76
0.65
Low to Medium
Cognitive
2.77
0.69
Compensation
1.17
2.79
0.86
Memorize
4.75
2.92
0.81

22. Implications Curriculum Development Indirect: Direct:
Helping students find their preferred learning style.
Teach, demonstrate, encourage, and facilitate creative uses of their learning styles to become better students. (Lesson Planning)
Teach them various Life Long Learning
Direct:
Develop textbooks that teach “How to Study Languages”
Develop content focus textbooks that re-enforce and scaffold “Language Strategies” they have learned. (i.e.- Portfolios, and real-world problem based learning.)

23. Implications Teacher Professional Development Fundamental Changes:
Move from “teacher” to “service”.
Move from a language (Lexical-Grammar) curriculum to a usefulness lead curriculum.
Move from a “production” to a “service” mentality.

24. Implications Leadership 1. Fundamental: Use Practical Wisdom
Be the team coach.
Know your industry, set your goals
Magic 3: Ethical, Measureable, and Behavioral
2. Fundamental: Move from a “production” to “service” mentality.
Provide “Language Labs” and “Clubs”.
Change the way we evaluate students. (From test/worksheet centered to producing. Group results to individual results.)
Change the way we evaluate teachers in the classroom.
Demand and focus on teacher and student feedback.

25. Challenges? Motivating students Responsibility for their own learning
Broader learning goals

26. Questions and Answers
Thank you
for your
ATTENTION

27. References
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28. References Continued…
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29. References Continued…
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