Investigating Language Learning Strategies Among Moroccan Learners: A Quantitative Study

Abstract

This study explores the intricate relationship between English proficiency and the use of language learning strategies among Moroccan students. We analysed responses from 126 Moroccan design students’ use of language learning strategies employing the Strategy Inventory for Language Learning (SILL). The findings highlight a significant effect of improved proficiency on language strategies’ adoption, with more proficient learners using these strategies at higher frequency, particularly metacognitive, cognitive, and compensation strategies. Interestingly, affective strategies exhibited a curvilinear relationship, plateauing at moderate proficiency. The study underscores the importance of tailoring language instruction and curriculum design to help improve Moroccan students’ English proficiency, especially when English is increasingly becoming popular. Our study is a part of a larger attempt that aims to investigate language proficiency differences between Moroccan students as a first step to democratize language learning.