Factors Affecting the Employment of Arabic Language Learning Strategies Among Religious Secondary School Students

Several studies on Language Learning Strategies (LLS) showed that various factors influence the selection and the employment of LLS. This paper describes a study that was designed i) to identify the variables that contribute significantly to LLS employment, and ii) to identify the level of contribution of the predictor variables on the employment of LLS. The selected variables were Arabic language grades, language learning motivation, total family income, father’s level of education, mother’s level of education and total hours of learning Arabic language outside the classroom per week. This study was conducted in thirteen religious secondary schools in Terengganu. A total of 460 Form Four students were selected randomly. Research data were collected using a self-reported questionnaire, which was adapted from the Strategy Inventory for Language Learning (7.0 version) (Oxford, 1990) and Language Learning Motivation (Ehrman Oxford, 1991). The Stepwise Multiple Regression statistical test was used to answer the research questions and to test the related null hypothesis. Results showed that the four independent variables, which were language learning motivation, Arabic language grades, total hours of learning Arabic language outside the classroom per week, and father’s level of education were correlated and contributed significantly to employment of LLS among the Arabic language students.