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This study investigates the language learning strategies employed by EFL refugee learners at Sherkole High School, Benishangul Gumuz Regional State, Assosa, Ethiopia. It also examines the challenges these learners face in their English language learning process and explores potential solutions to address these challenges. The research used a case study design that combines both quantitative and qualitative approaches. Questionnaires, semi- structured interviews, and focus group discussions were used to collect data for the study. Then, the data were analyzed quantitatively and qualitatively. Oxford‟s (1990) Strategy Inventory for Language Learning (SILL) questionnaire was administered to 274 sample students to measure their use of language learning strategies. A semi-structured interview was conducted with 12 students and 3 teachers, mainly to investigate the challenges faced by EFL refugee learners in their language learning. Also, focus group discussions (FGDs) with 12 students and 3 teachers were conducted to explore potential solutions for the students‟ challenges in their language learning journey. To analyze the quantitative data SPSS version 20 was utilized. The findings of the (SILL) survey analyzed through SPSS reveal that the participants of the study use language learning strategies at a medium level. Metacognitive strategies were reported to be the most frequently used, with a mean of (3.56) considered a highly used strategy according to Oxford‟s (1990) scale. And, the least used strategy in this study was compensation strategies, with a mean of (2.96) considered as medium used on the basis of Oxford‟s scale. The interview result showed that EFL refugee learners face several significant challenges, including a lack of textbooks, psychological distress and trauma- related problems, lack of sufficient background knowledge, economic difficulties, cultural differences, and skill gaps in grammar and writing. Based on the result of focus group discussions, the study concludes with recommendations for improving access to educational resources, providing psychological support for trauma-affected students, providing targeted tutor program to bridge academic gaps and implementing teacher training programs focused on addressing the diverse needs of refugee learners.
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