The Impact of Learning Context on the Use of Learning Strategies by Sudanese EFL Learners

Abstract

This study investigated the impact of learning context— specifically classroom versus distance learning context— on language learning strategy use among Sudanese EFL learners. Fifty-four-item Strategy Inventory for Language Learning (SILL) adapted by Ibrahim (2022) was administered to 219 students (110 classroom students and 109 distance students) enrolled in English language program in a dual-mode university. The results showed significant differences in overall learning strategy use between classroom and distance students, in favor classroom students. In addition, classroom students excelled their distance peers in the use of memory, cognitive and social strategies. In contrast, distance students showed greater preference for metacognitive and compensatory strategies than did the classroom students. The findings underscored the significant influence of learning context on strategic behavior and pointed to the need of context-sensitive support in strategy instruction. The study concluded with pedagogical implications for enhancing the efficiency of language learning in both classroom and distance settings.