English language learning strategies at the Syrian virtual University : students’ and teachers’ perceptions

Abstract EN

This research seeks to extend our current knowledge in the area of distanct English language learning by exploring the language learning strategies used by students at the Syrian Virtual University (SVU).

Hurd et al (2001) maintain that for learners to successfully complete a distance language program, they need to maintain their motivation and to develop a series of strategies and skills that will enable them to work individually.

Few studies explored the language learning strategies employed in the virtual mode of learning.

The objective of this paper is to make a first hand evaluation of the type and frequency of language learning strategies utilized by SVU learners to enhance their learning.

This study will also examine whether there exists a relationship between increased linguistic proficiency and greater strategy use.

Points of intersection between learners’ and teachers’ perceptions regarding the use of language learning strategies will also be explored.

An adapted version of Hurd’s (2000) inventory of language learning strategies of distant learners at the Open University was used as the instrument for collecting data.

Results suggest that Syrian students do use a number of language learning strategies.

However, they show distinct preferences for the mechanical and productive rather than the reflective type of skills.

Findings also reveal the existence of a relationship between the use of some language learning strategies and learners’ linguistic proficiency.

A major finding of this study is the high accord between the strategies students reported using highly frequently and those which teachers reported regarding as highly important.

Results may be used in the future to inform pedagogy and hence the outcomes from this research may be significant in a country where the learning of English in recent years has become an important educational requirement.