the role of learning strategies in enhancing students achievements .

Abstract

This dissertation aims to check the learning strategies used by high achievers, and how these strategies are related to their academic achievement, and to determine if all the high achievers are using a learning strategy, also to find whether there are some differences in the student’s way of achieving their achievement. The findings revealed that the overall use of learning strategies by the students is high where memory and cognitive are the most frequently used strategies, and affective strategy is the least frequently used. Additionally, there are statistically no significant differences between male and female students in the use of the overall strategies and in the use of the six categories of strategies. The results imply that certain strategies contribute to student performance more than other strategies. It is hypothesized that if students employed learning strategies in their learning process, they would be high achievers. So, in order to achieve the preceding aims, a questionnaire is conducted with third-year, master one and master two English high achieving students at the University of Mila. Thus, fifteen students are given a questionnaire to answer. In addition, their grades are obtained from the English Department’ s result table to determine those students' proficiency level. The results obtained from the questionnaire confirmed the above hypothesis and led us to conclude that the use of language learning strategies effect positively students’ achievemen