Language learning strategies and learning engagement as predictors of language learning achievement: an investigation of Saudi EFL learners

Abstract

Purpose – Grounded in second-language acquisition (SLA) field, with a particular focus on the positive psychology (PP) theoretical perspective, this study examined the potential interplay between learning engagement (LE) and language learning strategies (LLSs), and their impact on language learning achievement of Saudi English as a foreign language (EFL) learners. Design/methodology/approach – This quantitative study adopted a cross-sectional design using an online questionnaire distributed to 168 Saudi EFL college-level students in Saudi Arabia. Various statistical analyses (descriptive analyses, correlations and simple linear regression) were used. Findings – The findings revealed that the most frequently LLSs used were metacognitive, followed by compensation, cognitive, affective, social and memory strategies. High levels of behavioral, followed by cognitive, emotional and agentic, engagement were reported. There was a significant and positive correlation between LLS and LE. LLS use and LE were significant predictors of language learning achievement. Originality/value – The findings contribute to the domain of second language (L2) educational research and SLA field by emphasizing the importance of researching positive psychological factors such as engagement in relation to individual learners' learning strategies and styles to enhance learners' language learning achievement. A number of pedagogical implications for policymakers, educational stakeholders and foreign language teachers were provided.

Keywords

• Saudi EFL learners
• Learning engagement
• Language learning strategies
• Language learners' psychology