An Investigation of Grammar Learning Strategies Used by EFL Students to Learn Grammar

Abstract

The present study investigated the grammar learning strategies second year EFL learners employ when they learn grammar. It is based on the assumption that the use of the grammar learning strategies improves grammar learning. To verify this assumption, a questionnaire is designed and administered to (57) second year EFL students studying English at Mohammed Seddik Ben Yahia University of Jijel. The findings showed that second year EFL students are aware of the importance of using grammar learning strategies and the majority of them use the three grammar learning strategies that were classified by Chamot and O’Malley (1990) including: cognitive, meta-cognitive and socio-affective strategies when learning grammar. Furthermore, the results indicated that there is a significant relationship between the use of grammar learning strategies and the students’ learning styles.