Investigating Language Learning Strategies Used Among Afghan Post Graduate TESL Students When Reading Academic Texts

Abstract

This study aims at investigating the language learning strategies used among afghan Post Graduate Students at Universiti Teknologi Malaysia UTM when reading academic texts. Oxford's (1990) strategy inventory language learning questionnaire has been used to collect the data. The respondents of the study are thirty Afghan Post Graduate Students from Teaching English as a Second Language TESL program, including twenty eight male and two female students from the first, second, third and fourth semesters. The finding of the research indicated that Afghan TESL Post Graduate Students are high users of language learning strategies, and their most preferable strategies are metacognitive, social, cognitive affective compensation, and memory strategies.