Analyzing the Impact of Formal Assessments on EFL Learner’s Use of Language Learning Strategies

  • Misbah Rosheen KhanEmail author
  • Misbah Afsheen Khan
Part of the Second Language Learning and Teaching book series (SLLT)


This study aims to highlight the way assessments affect students in making choices between various learning strategies. For the purpose, a sample of Saudi EFL students is selected randomly comprising 60 (female) students of the English Language Institute (ELI), King Abdulaziz University (KAU), Jeddah. The survey is conducted using Oxford’s (1996) ‘The Strategy Inventory for Language Learning’. It is an exploratory–quantitative–interpretive mixed-research design (Grotjahn, 1987) to keep up with the maximum accuracy of the results; leading to the affirmation that assessment do affect the students’ choice of Language Learning Strategies. The collected data is analysed both statistically and descriptively. The results show the frequency of the use of Language learning strategies made by the EFL learners which is moderate to low in regular instructional week. However, a slight increase is witnessed during pre-assessment week. Regarding the individual strategies; cognitive, metacognitive and social strategies rank higher in both, regular and pre-assessment weeks. Thus, formal assessment is found shaping learners’ attitudes towards learning as well as affecting their choice of learning strategies. In addition, students become autonomous language learners to perform well in their formal assessments due to the right use of LLSs. To this end, pedagogical implications and recommendations have been listed stressing upon strategy training for the students and the significant role of the teacher in facilitating the selection and use of strategies by the learners.


Formal assessments Language learning strategies EFL learners Autonomous language learners 


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© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.English Language InstituteKing Abdulaziz UniversityJeddahSaudi Arabia

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