Arab Educational Information Network

This research aimed to make a comparison between EFL learners’ language learning beliefs and using of language learning strategies between English major specialists and non-specialists. 547 students of English specialists Saudis university learners of English, 200 Scientific and 190 Arts students’ departments were participated in this study. The primary aims of the study were to explore: 1) whether there are any differences between English major specialists and Scientific- Arts non-specialists in their use of language learning strategies, 2) whether there are significant differences in language learning beliefs system and language learning strategies use between non- specialists’ learner groups (Scientific and Arts students’ departments), 3) which strategies do EFL English Major students’ and non- specialists hold or prefer? Students were asked to answer questions on the 4-point Likert-scale that ranged from 1 (strongly disagree) through 4 (strongly agree) Belief Questionnaire and 5-point Likert-scale that ranged from 1 (Never) through 5 (Always) Learning Strategies Inventory. The results of one way ANOVAS analysis revealed that there are no differences between Scientific and Arts student departments in language learning beliefs. The results also reported that there are differences between specialists and non –specialists in learning strategies use, but there are no differences between specialists and non-specialists in language learning beliefs except in subscale 2 and 4. The results of this study showed that the most preferred strategy was Metacognitive strategies while the least preferred one was Memory strategies for both English major specialists and non-specialists. (Published abstract with amendment)