Examining Language Learning Strategies Used By Kurdish Monolingual (Kurdish) And Bilingual (Kurdish-Arabic) Speakers As Efl Learners

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Hozan G. Othman


This study investigates the difference between monolingual (Kurdish) and bilingual (Kurdish-Arabic) speakers as EFL (English as a Foreign Language) learners with regard to the use of Language Learning Strategies (LLS). It aims to identify the differences found between the two samples in terms of using the (LLS). A total number of 100 EFL students at Zakho University as Bilinguals and Duhok University as Monolinguals of English Departments of both universities participated in the study. All the participants were third and fourth year undergraduate students from both universities. They were asked to answer a questionnaire on Rebecca Oxford's Strategy Inventory for Language Learning known as SILL. The strategies followed in this paper are the direct ones (memory, cognitive, compensation) and the indirect ones (meta-cognitive, affective, and social) which are highlighted in Oxford (1990). These strategies are chosen for this paper because they are considered to be the most agreed upon ones by many writers in the area of English as a Foreign Language (EFL). The valid and reliable statistical ‘independent t-test’ of SPSS is used to analyze the data.  It is hypothesized that the results will show significant differences between the two groups (monolinguals and bilinguals) in their strategies in favour of bilinguals. The results of the research reveal that all strategies are clearly and soundly used by both groups, and surprisingly there is no significant difference between bilinguals and monolinguals with regard to the use of the six strategies. It was also found that there is no significant difference between third and fourth year levels concerning the use of the mentioned strategies, as well as there are two identical favourite lists of LLS for both groups.

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