Review of Research on Arab EFL Learners’ Motivational Language Learning Strategy-Use in the Tertiary Context

Abstract

Research suggests that successful language learning requires learners to utilize effective cognitive, behavioral and affective language learning strategies (LLS). Under the impetus of Saudi Arabia’s Vision 2030, English as a Foreign Language (EFL) proficiency in an essential for adequately preparing the workforce of the future. This creates an imperative for LLs researchers to provide a contextualized and nuanced picture of the EFL learning experiences of tertiary-level Saudi EFL learners and their strategy-use. Thus, the aim of the present paper was to review LLs research within the Saudi and parallel Arab contexts to detect predominant themes, trends and gaps. To this end, 16 relevant studies undertaken between 2012-2023 were identified. The review found that the studies were largely focused on identifying perceptions and attitudes towards LLs amongst students and deployed mostly quantitative methodologies. They predominantly strove to confirm earlier studies rather than to pursue exploratory or intervention-based research trajectories that could provide deeper insights or deploy strategy-use research to address challenges faced by the learners. Based on the above, the present paper suggests an urgent need for Arab LLs researchers (particularly in the Saudi context) to undertake contextualized and actionable research of benefit to Arab (and Saudi) EFL practitioners and learners. Keywords: Language learning strategies, EFL learning, Vision 2023, Social contexts