1 EXAMINING LEARNERS’ LANGUAGE LEARNING STRATEGIES ROSNA AWANG HASHIM SHARIFAH AZIZAH SYED SAHIL School Of Languages & Scientific Thinking Universiti Utara Malaysia Abstract A number of researchers have examined variables/factors that affect the choice of language learning strategies. Some of the variables, such as language teaching method, language learning level, field of specialization and national origin are claimed to correlate with learners’ choice of language learning strategies. This paper aims at investigating the types of language learning strategies usedby students at tertiary level and discusses whether variables such as sex, race and programme of study influence the choice of language learning strategies. The instrument for data collection was the SILL (Strategy Inventory for Language Learning) adapted from Oxford SILL version 7.0. The findings are discussed. Implications forthe teaching and learning of English in EFL/ESL situations are suggested. Background In recent years there has been an increasing interest in shifting the focus of the teacher-centred classroom to a learner-centred one. This view sees the learner as the active participant in the teaching-learning act, and thus the effects of teaching will depend partly on what the learner knows, such as the learner’s prior knowledge, and what the learner thinks about during learning, such as the learner’s active cognitive processes (Dansereau, 1985; Weinstein & Underwood, 1985). In the ESL context, numerous studies have been undertaken to understand how ESL learners monitor these active processes (O’Malley et al., 1985a; O’Malley et al. 1985b, Chamot et al., 1987; Cohen, 1987; Oxford & Nyikos, 1989). These processes are referred to as learning strategies which are further defined as techniques, steps or operations used by learners to facilitate the acquisition, storage, and retrieval of information (Rigney, 1978). Oxford ( 1989a: 235) defines language learning at PENNSYLVANIA STATE UNIV on March 5, 2016 rel.sagepub.com Downloaded from