Language Learning Strategy Use by Arabic Speaking Students Learning English through Content areas

The success of learning in any language is usually dependent upon the kinds of learning strategies adopted by the language learner. Research into language learning strategies has thus assumed great importance as more and more language learning classrooms are becoming learner-centered. Many researchers have artempted to define and classify language learning strategies, but despite the seemingly divergent ways of defining and categorizing the strategies one can observe more parallels than differences in the various classifications and definitions. This paper will first begin by reviewing the multiple definitions given to the concept of language learning strategies followed by a brief discussion of some scholars’ classification of language learning strategies, The focus of the paper will be a report on the results of a recent study involving 25 female Arab students enrolled in the Texas A&M and Qatar University teacher education program who responded to a self-report questionnaire, Strategy Inventory for Language Learning (SUL) (Oxford, 1990). As demonstrated by other previous studies that also used SILL, the use of language learning strategies are affected by such factors as age, gender, cultural background, L2 proficiency, etc. This paper aims to investigate the effect of L2 proficiency level an the frequency of use in language learning strategies on the part of the 25 participants. The Jindings of this study have implications for teaching and learning English by Arab speaking students learning English through content area