Strategies Used by Libyan Resident Learners of English to Develop English Fluency: A Case Study of Good Language Libyan Learners
| المصدر: | مجلة أنوار المعرفة |
|---|---|
| الناشر: | جامعة الزيتونة - كلية التربية - سوق الأحد |
| المؤلف الرئيسي: | Alwahishi, Huda (Author) |
| مؤلفين آخرين: | Ageel, Laila (Co-Author) |
| المجلد/العدد: | ع10 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2021
|
| الشهر: | ديسمبر |
| الصفحات: | 251 - 264 |
| DOI: |
10.35778/1753-000-010-020 |
| رقم MD: | 1265099 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Fluency | Speaking Skills | English Learning | Language Learning Strategies | Learning Strategies | EFL Libyan Learners
|
| رابط المحتوى: |
عدد مرات التحميل
6
| المستخلص: |
The status of English in Libya as a foreign language (EFL) is a primary reason for a number of challenges in English learning and teaching. The current study draws attention to the ability to be fluent in spoken English without living in an English speaking country and without being taught by native speakers. The existing exploratory case study attempted to identify strategies used by fluent Libyan resident learners, which helped them develop their English speaking fluency. Also, it aimed to realize the variables that made those resident Libyan learners succeed in achieving English fluency at the university stage more than their peers. Twenty students were selected from graduate students whose final results were 85% percent and above in oral practice. They completed a questionnaire which was followed up with interviews to collect data related to the study. Data were analyzed qualitatively using a thematic inductive approach. Results showed that various variables have contributed to Libyan learners' progress, such as strong motivation and allowing students to follow specific strategies such as utilizing media and technology. Moreover, it was found that students had used a variety of learning strategies such as direct strategies; cognitive, memory and compensation strategies, indirect strategies; metacognitive, social and affective strategies to gain control on the level of their anxiety in learning the language plus intelligence, motivation, domestic environment, teacher, materials, and talent have a fundamental role in achieving such proficiency in speaking English. |
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