| Titre : | Factors that infuence moroccan university EFL science students' use of language learning strategies : the case of science - Rabat | | Type de document : | thèse | | Auteurs : | EL AOURI Zahra, Auteur; ZERHOUNI Badia, Auteur | | Editeur : | Faculté des Sciences de l'Education (FSE) (Rabat) | | Année de publication : | 2015 | | Importance : | 278 p | | Langues : | Français (fre) | | Mots-clés : | Enseignement Stratégies d'apprentissage Langue Anglais Etudiants Maroc | | Index. décimale : | 322 | | Résumé : | The present study, which is based on a quantitative/qualitative approach, aims at investigating
language learning strategies used by Moroccan university EFL Science students in relation to
their gender, academic major and motivation to learn English. More particularly, the study
aims at exploring the frequency and type of LLSs the students tend to use; whether there are
any differences between male and female students; whether the students’ use of LLSs differ
according to the six academic majors they belong to; whether their motivation level correlates
with their use of LLSs; and finally, the study tries to look at the interaction between the three
independent variables in relation to the use of LLSs.
To achieve these objectives, a sample of 228 Moroccan undergraduate students from the
faculty of Sciences, Mohammed V University in Rabat was randomly selected to respond to
the Strategy Inventory for Language Learning and the motivation questionnaire. Besides, 60
participants were chosen to take part in the semi-structured interview.
An independent-samples t-test, Pearson Correlation, One-way between groups ANOVA and
Multiple Regression Analysis were used to answer the research questions. The findings
indicate that gender does not play a role in the use of LLSs since there are no significant
differences between males and females in both their overall use of LLSs and in the use of the
six types of strategies. However, motivation emerges as strongly and positively correlating
with the use of LLSs. The academic major variable does not have any impact either on the
overall use of LLSs or on the six types of strategies since the results of the one-way between
groups ANOVA do not demonstrate any significant differences between the six academic
majors in terms of LLS use. Concerning the interaction between the three independent
variables in relation to LLS use, overall motivation emerges as the only independent variable
which makes a statistically significant unique contribution to the equation of the regression
analysis model. Furthermore, investigation of the individual types of motivation shows that
intrinsic and integrative types of motivation are the only variables which make a statistically
significant contribution. In addition, further insights into the use of LLSs by the participants
are provided by the semi-structured interviews which yield rich and interesting data
consolidating the findings of the quantitative approach. The thesis closes with a discussion of
the limitations of the study together with some research and pedagogical implications which
arise from the findings and suggests further paths for research.
Key words: language learning strategies, motivation, gender, academic major, English as a foreign
language, Moroccan EFL context
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Factors that infuence moroccan university EFL science students' use of language learning strategies [thèse] : the case of science - Rabat / EL AOURI Zahra, Auteur; ZERHOUNI Badia, Auteur . - Rabat : Faculté des Sciences de l'Education (FSE), 2015 . - 278 p. Langues : Français ( fre) | Mots-clés : | Enseignement Stratégies d'apprentissage Langue Anglais Etudiants Maroc | | Index. décimale : | 322 | | Résumé : | The present study, which is based on a quantitative/qualitative approach, aims at investigating
language learning strategies used by Moroccan university EFL Science students in relation to
their gender, academic major and motivation to learn English. More particularly, the study
aims at exploring the frequency and type of LLSs the students tend to use; whether there are
any differences between male and female students; whether the students’ use of LLSs differ
according to the six academic majors they belong to; whether their motivation level correlates
with their use of LLSs; and finally, the study tries to look at the interaction between the three
independent variables in relation to the use of LLSs.
To achieve these objectives, a sample of 228 Moroccan undergraduate students from the
faculty of Sciences, Mohammed V University in Rabat was randomly selected to respond to
the Strategy Inventory for Language Learning and the motivation questionnaire. Besides, 60
participants were chosen to take part in the semi-structured interview.
An independent-samples t-test, Pearson Correlation, One-way between groups ANOVA and
Multiple Regression Analysis were used to answer the research questions. The findings
indicate that gender does not play a role in the use of LLSs since there are no significant
differences between males and females in both their overall use of LLSs and in the use of the
six types of strategies. However, motivation emerges as strongly and positively correlating
with the use of LLSs. The academic major variable does not have any impact either on the
overall use of LLSs or on the six types of strategies since the results of the one-way between
groups ANOVA do not demonstrate any significant differences between the six academic
majors in terms of LLS use. Concerning the interaction between the three independent
variables in relation to LLS use, overall motivation emerges as the only independent variable
which makes a statistically significant unique contribution to the equation of the regression
analysis model. Furthermore, investigation of the individual types of motivation shows that
intrinsic and integrative types of motivation are the only variables which make a statistically
significant contribution. In addition, further insights into the use of LLSs by the participants
are provided by the semi-structured interviews which yield rich and interesting data
consolidating the findings of the quantitative approach. The thesis closes with a discussion of
the limitations of the study together with some research and pedagogical implications which
arise from the findings and suggests further paths for research.
Key words: language learning strategies, motivation, gender, academic major, English as a foreign
language, Moroccan EFL context
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