Arab World English Journal (AWEJ) Volume 13. Number2. June 2022 Pp. 192- 204
Language Learning Strategy Instruction in Saudi Arabia: A Systematic Review
Mohammad R. Alnufaie
English Language Institute
Royal Commission for Jubail and Yanbu, Saudi Arabia
Received:10/15/2021 Accepted: 4/29/2022 Published:6/24/2022
Strategy instruction is essential in the literature of language learning/learner strategies. This paper employs a literature review to determine how much strategy instruction is addressed in language learning research in Saudi Arabia, how many instruments have been used and what kind of strategies are taught. A search was conducted on articles from 1950 to 2020 through the Saudi Digital Library. From an initial 297 records, 17 (5.7%) studies met the review criteria. This small number reflects the shortage of language learning strategy instruction in Saudi Arabia. The reviewed studies also targeted different variables in their strategy instructions, which shows that they were developed based on personal discretion. The most taught strategies are reading strategies and then vocabulary/spelling strategies. The least taught strategies, however, are social and motivational strategies. Only one of the studies utilized a standardized measure for one of its dependent variables after instruction. Thus, it was difficult to make comparisons across the studies. It is recommended that Saudi strategy researchers include strategy instruction in their investigation of language learning strategies and calculate the duration of their instruction in hours for clarity. They should also explain in detail what intervention is used, why and how they conducted the instruction. In addition, strategy instruction is a demanding task that requires a multi-method data collection approach.
Keywords: language learner strategies, strategy intervention, Saudi learners, strategic learning,
strategy instruction, systematic review
Cite as: Alnufaie, M.R. (2022). Language Learning Strategy Instruction in Saudi Arabia: A Systematic Review.
Arab World English Journal, 13 (2) 192- 204
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