SOCIAL DEVELOPMENT STRATEGIES OF ENGLISH AS SECOND LANGUAGE LEARNERS

Purpose : The goal of the current study is to investigate how English as a second language or English as a foreign language learners use teaching methodologies and to pinpoint any potential risk factors. Theoretical framework : This research investigates whether elements like English language competency, academic success, learner environment, enthusiasm, psychology, etc. may be linked to the usage of study techniques by students who do not speak English as their first language. Methods : The learning strategies that employ the language learners either outside/inside of the language classroom would be crucial for making easiness in language learning, and entertainment as well as more operative. This study indicates that most learners are from low academically deprived backgrounds and have low proficiency in English despite fairly high academic ability. The learners show higher scores for instrumental motivation compared to integrative motivation. Results and conclusions : The findings suggest that the learners display a greater use of indirect strategies compared to direct strategies and suitable efficient as well as social strategies. Finding implications : The findings show an interesting correlation with learning factors, such as a moderate positive correlation of proficiency in English with memory strategies, cognitive strategies, and metacognitive strategies as well as the fairly high correlation among clusters of learning strategies. Uniqueness/value : The learner’s proficiency in English showed moderate positive correlation with three types of learning strategies: memory, cognitive and metacognitive.


INTRODUCTION
About 7,000 languages were thought that is spoken by people in different parts of the world. Communication between speakers of various languages has improved thanks to methods as well as theories for language acquisition. Plays an essential role, second language acquisition (SLA), as well as language learning studies, have evolved over the years. The presence of several languages encourages societies to regulate language usage for a variety of goals, including effective communication, resolving conflicts, as well as economic gain (Alsaawi, 2020). Because of this, English language policies (ELPs) are frequently used in a variety of "English as a foreign language" (EFL) as well as "English as a second language" (ESL) situations and are crucial for regulating language its use attaining strategic objectives of nations & organizations (Al-Shehri, 2020). Saudi Arabia's main foreign language is English. Al-Seghayer (2012) describes the state of Saudi Arabia's English language and makes the case that it is crucial to be able to speak the language there. He notes that English provides the most readily distributed foreign language among language learners during their schooling years simply because it is studied in Saudi schools starting in children. It is the primary foreign language in every classroom, both public as well as private. English is a basic topic that is offered in schools of all grades. Furthermore, it is studied across all Saudi universities, both public and private. It is either studied as a main subject of an inquiry or simply as an elective course. Similarly, many universities and colleges, including those in the fields of science as well as medicine, sometimes teach in English. The majority of recently founded private institutions together with the most prestigious public universities use it entirely as the teaching medium. English is employed in various spheres of life, including profession in addition to the educational environment (Kaid, et al., 2019;Sabani, et al., 2020). It is seen as necessary to have a particular level of English proficiency in several professions. Most businesses are keen to recruit personnel who can speak English. Such circumstances have made learning English within Saudi Arabia a crucial ability that all Saudis, particularly teenagers aim to master (Alhendi, 2019;Almoaily, 2019). Although English has become so crucial to Saudi nationals' daily life, not every Saudi are fluent in that too or at least have a basic understanding of it. Nearly all Saudi Arabian institutions of higher studies have an English division that provides postgraduate and graduates curriculum as well as organizational English course instruction for students (Al-Nasser, 2018). There are a lot of faculty members working for these departments, including some who don't speak Arabic. As a result, linguistic usage in such departments within Saudi Arabia might be arbitrary as well as complex (Peltokorpi & Vaara, 2017).
Recognizing the content that has to be learned, differentiating it from additional content when necessary, and arranging it for better learning are all part of language learning procedures, by Ibiapina, de Oliveira Lima, Leocádio & Lima (2021). The researcher observed that there is a need to help the learners to organize their learning and use different learning strategies to develop and make their learning more effective. The researcher felt that although the courses in English appeared to be communicative and skills-based, the actual focus is on grammar which probably leads to frustration in the learners. The main objective of this searches for examining learning strategies used in the classroom to make language learning more effective. This research on Second Language Acquisition (SLA) suggests some strategies have a very close relationship with language learning/teaching (Sperduti, 2017). It is believed that these strategies used among language learners in the language classroom would be crucial for making language learning easier, more enjoyable, and more effective (Albiladi, 2022). The present research intends to study how these dynamics work in second language learning in Saudi Arabia. The study further explores this relationship within the complex context of second language learning, which is a multilingual and culturally diverse society. The study attempts to examine the learning strategies employed among undergraduate Saudi learners in ESL classrooms as well as for exploring the range, frequency, and variation in learning strategies usage and also to identify those factors related to the learning strategies used.
An exploratory approach was adopted for studying the topic to throw light on categories of strategies in language learning in learners' use and how these are related to other learner factors such as learner background, proficiency in English, academic achievement, motivation, personality, etc. The study is based on the belief that appropriate learning strategies usage was crucial for enhancing the method of second language learning, according to Sarracino (2023). Thus, the study would suggest that training in the learning strategies usage would enhance those processes of coaching, which would be very beneficial for the learner. Educators and curriculum developers looking to enhance lesson plans and teaching techniques can also find it useful. The present investigation analyze about the self-regulation and incentive control within Saudi ESL/EFL environment because rare research has conducted at these topics before.

THEORETICAL FRAMEWORK
The English language has drawn significant more interest within the Arab world. Many policymakers tend to support educational initiatives that involve the usage of English. According to Badry and Willoughby (2016), English language training is being adopted as the primary medium of learning in the Gulf region as part of an effort to improve advanced learning. They call this the "efficient shortcut" to implementing the education system. Nevertheless, despite English's hegemony, such adjustments could take place while retaining and safeguarding Arabic. It has been contended that such emphasis on English in contemporary higher learning reflects the acknowledgment and convictions of policymakers that language could indeed catalyze educational transformations by enabling the accessibility of the information provided by developed nations but instead, as a result, measure up to one's progressions (Alhendi, 2019). (Costa, 2018) refers to these phenomena as "the hunger for English," which is now a social trend to draw in overseas students. English becomes the language of science, investigation, and innovation, according to Faruk (2014), who also added that it is changing into the language that most civilizations and civilizations use. These objectives might cause learners to neglect their mother tongue and put them in a frantic race to acquire English while also learning a variety of courses in a foreign tongue (i.e., English) (Daif, 2020).
Language in educational policy makes major use of multilingualism. In most nations, there are multiple official languages, and this causes problems in a variety of contexts, including 4 the workplace. As a result, controlling language use across language regulations can assist in reducing problems and assist people and organizations in resolving them (Adriano, 2021). (Farah, 2020 ;Irawan, 2020) makes the case that teaching students only one language can benefit students and boost a nation's economy. While acknowledging the necessity for English to improve communication on such a nationwide and international level, the majority of non-English speaking regions support a national language as a symbol of unification (Liddicoat, 2020). Similar to the truth in the majority of South Asian nations, the employment of languages in schooling for various reasons, including instructional & communication, is debatable (Eno, 2019). As previously stated, the consequence of Westernization had affected educationalists' perceptions about just the supremacy of Western English as well as the development of the learning environment. According to Sperduti (2017), colleges play a part in maintaining today's technological world. However, several nations have instituted the parallel usage of English as well as the native tongue as a technique to control language use during higher education. Globalization tactics are frequently adopted by governments as part of plans to globalize academic institutions. Policies that will enable the implementation of this plan must address all educational levels, including research, transference, and administration, among others (Conceicao, 2020). (Eno, 2019) makes the case that universities of higher learning must keep up with discovering new knowledge while preserving societal value. This is achieved by having a greater willingness to embrace modifications in a variety of areas, including those that can foster competitiveness in the areas of pupils, learning, practices, concepts, and information. To obtain, for example, better global rankings amongst, and to compete with, similar institutions both nationally and globally, some universities across the world employ strategies that promote the utilization of English in education, investigation, and the press (Alnasser,2018;Badry, 2016). Liddicoat (2020) contend that "the growing international role of English, as well as an intellectual framing of English as the language of development and economic potential, combined by the neoliberal ideology of learning for economic utility", have been the key forces behind the expansion of English. Elyas, (2016) looked into the opinions of academicians and decision-makers in the field of education regarding the usage of English as the primary language for educational purposes. The bulk of the replies revealed a choice for speaking and writing in English since it can offer "possibilities for future educational research and career growth." It has been stated that implementing an English-only strategy in schools will not only put more learning strain on EFL/ESL pupils but will also create an unequal learning environment (Hamm, et al., 2021). For instance, students may come from various backgrounds and so have varying degrees of English ability. Therefore, pushing kids to excel in both English as well as the disciplines they are studying at the same time can be troublesome (Guo, et al., 2020). Furthermore, trying to test their understanding in a foreign or second language that those who haven't yet perfected raises credibility and validity concerns because they may find it challenging to convey their expertise in evaluations (Jenkins & Wingate, 2015). While such problems were noted all over the globe for decades, no efforts have been made to change the policies to make them more forgiving for the pupils (Alqahtani, 2022;Algethami, 2022). This likely explains why many EFL teachers prefer to speak to their pupils in their native tongue (Klimovskikh, et al., 2023). Due to the linguistic limitations of their pupils and to promote adequate learning chances in the higher education context, educators occasionally utilize little English.
The Arabic language is still the primary language of Saudi Arabia as it is the largest nation on the Arabian Peninsula as well as a native tongue for hundreds of years (Aldurayheem, 2022). Even though the Saudi government designated Arabic as such primary language, English has recently gained prominence among the administration as well as the populace -a development that has been driven by the internationalization of media, commerce, as well as education. Other non-Arabic-speaking speaking nations and their citizens speak English as their primary language (Kir, 2018;Abdulkadir, et al., 2022). Arabic and English are the two official languages used in legal records and signage that are posted on public property across the nation (Alhassan, 2017). Up until recently, the Saudi Ministry of Education only authorized the teaching of English as a foreign language. English will now be studied in primary education at tier 1 (children aged 6), as opposed to level 4, according to a directive that the Ministry of Education issued at the commencement of 2021 (Adriano, et al., 2021). Over the past 50 years, the amount of English instruction in the curricula has continuously reduced from secondary education to all lower tiers, except for kindergarten. Many fellowships are available to young people in the nation to pursue higher education in Western as well as other English-speaking nations (Almujaiwel, 2018). The prestige that English confers to the population is regarded to be the cause of this devotion. Saudi Arabia's English language regulations have drawn more attention recently, albeit they still appear to be inherent in the country's system for higher education (Al-Jarf, 2022). The majority of topics, such as pharmacy, business management, medicine, dentists, and computer engineering, are taught in English even though regulations do not mandate that it be the teaching language for every field. Additionally, there are no rules governing language usage in the nation's institutions of higher education [14]. Since many educational faculty members in Saudi universities hold degrees from nations where English seems to be the native tongue, this can have an impact on how they employ the language at employment as well as outside the school environment because they frequently interact with colleagues and learners in which the first communication is Arabic (Khasawneh, 2022;Alghazali & Patra, 2022). The use of English in educational circles is still debatable in the eyes of the faculty members because it is not established on any implied, apparent, leading, or base policies.

METHODOLOGY
Improving a student's proficiency in a second language to the extent that his or her communication use is characterized by the instinctive application of the conventions of the language as awareness attention is directed to the concepts to be conveyed is the main challenge facing modern teachers and educators. Also, the language had to become ingrained to be useful. A second-language learner has achieved success when he or she can nearly immediately produce language that is correct for any given communication situation. The present study uses both quantitative and qualitative research methods, which consists of multiple data collection methods. In the traditional school of thought both quantitative and qualitative research are considered binary terms. The present research however considers these approaches more holistically and prefers a combination of these approaches. In using such a combination of approaches the study chooses to focus on qualitative research because the researcher does not want to manipulate the sample; the researcher strongly believes that the realistic complexity of the experience of learning is very important. The purpose of using the qualitative method is to study the richness of human behavior which occurs in the natural context. In second language research, such context plays a very important role, as it recognizes the heterogeneity in the learner's background. The researcher has chosen not to deal only with certain selected aspects of behavior because this selection may cause distortion. It is very difficult to consider one method as apt since the learning experiences are subjective and also relative in terms. Along with the quantitative method the researcher also used qualitative method as interviews and classroom observation. This method of research is used to obtain further information about the particular social and cultural context within which learners use learning strategies. This method emphasizes the individual learner and tries to understand their preferences for using certain types of learning strategies, emphasizing how and why they use learning strategies.
The present study is exploratory and presents an analysis of the language learning situation as it occurred in real life without manipulating the sample or the data. The present study is conducted in a naturalistic setting. The researcher is curious to understand the reason behind the learner's inability to convey their ideas effectively. To explore this issue, the researcher attempted to connect two schools of thought, that is, linguistics and cognitive psychology.
The learners in the sample for data collection are undergraduate learners of the Industrial College in Yanbu city. These colleges thus had a very large proportion of regional medium students who formed the focus of the present study. All the learners are second language learners coming from an educationally deprived class. This helped to create a homogenous database. The data is collected from 90 learners; after discarding partially filled questionnaires, the final sample of 72 learners is used for the study. The instruments are designed to identify the use of learning strategies by undergraduate ESL learners, to study the types, frequency, and range of learning strategies, and to examine their relationships with variables such as proficiency in English, academic achievement, learner background, motivation, and personality.

Learner Questionnaire
The researcher's interest in the field of second language learning and teaching and the researcher's own experience as a second language learner helped to construct the questionnaire. The cognitive approach to second language acquisition has always fascinated the researcher, especially, the use of learning strategies (metacognitive, cognitive, and social/affective) in the process of learning the language. The focus of the present study is to examine the use of learning strategies by undergraduate learners of English and to explore the types, frequency, and range of learning strategies. To collect data related to this, a questionnaire is prepared. In the process of questionnaire preparation, the researcher has consciously attempted to use language precisely and keep in mind learners' language capabilities to ensure that items are understood. The questionnaire has been revised with the help of the supervisor eleven times and has also been given to senior teachers in the field, for feedback with subsequent revisions. The researcher is personally present to conduct an initial exploratory data collection. The questionnaire is largely based on yes/no questions, as they are easy for the learners to answer; moreover, such questions help to present and interpret data clearly when it is analyzed. The questionnaire also includes multiple choice questions which give opportunities to the learners to think and choose the relevant/correct option from the clues given. In some questions, the learners are allowed to mark as many options as they want; this method helps to give contextual clues for each question, to gather rich information. Certain questions are presented in the form of rating scales to assess the strength of the learner's response. The questionnaire also includes some open-ended questions which provide space for the learners to articulate their ideas, views, and comments freely in their language. These responses add a personal touch and help the researcher to assess and consider the variations in the responses accurately. The researcher has also provided an open-ended option any other in most of the questions. This provides an opportunity for the researcher to explore learners' views and to trace areas that are missed or not considered while preparing the questionnaire. The questionnaire includes four broad sections consisting of 94 questions. These four sections comprise, Background Information, Supplementary Information on Learners, Direct strategies, and Indirect strategies.
The learner questionnaires are administered personally by the researcher during ongoing compulsory classes. The learners are asked to fill the questionnaire honestly without any manipulation and are reassured that the responses would be kept confidential and would be used exclusively for the research only. The learners took more than 90 minutes (approximately 2 consecutive class sessions) to answer all the questionnaires. The researcher encouraged learners to use their mother tongue to clarify their doubts.

Classroom Observation
The classroom observation is done without disturbing the normal course of the class, during ongoing compulsory English class sessions, after obtaining permission from the principal. The classroom observation is conducted by a trained observer. The initial sessions are observed simultaneously by 3 observers including a senior expert in the field, followed by discussions to arrive at consensus in coding the data. Two separate checklists are prepared to capture information on the teacher and the learner at one-minute intervals. Two separate trained observers captured the information on teacher behavior and learner behavior respectively during each observation sessions. It needs to be mentioned that though the researcher is a silent observer.

Interviews
A broad framework of topics for the interviews is prepared beforehand. The learners are asked for their views on these topics and are encouraged to write their opinions on a piece of paper. The researcher constantly asked for further clarifications when they are writing. While interviewing the teachers, the researcher personally met several teachers of English, using as a framework a questionnaire which they filled, for further discussing and probing various issues. Additionally, the researcher made supplementary notes and later transcribed them.

RESULTS AND DISCUSSION
For the learner questionnaire, the raw scores are converted to percentages. Items with open-ended responses are collated and the responses are described and analyzed. These findings are reported in order to present general trends across the class. The section of the questionnaire dealing with learner motivation is separately analyzed. The responses relating to the instrumental and integrative motivation are analyzed as two separate components on the basis of the raw scores, which are converted to percentages out of a maximum of 32 for each subcategory. The total of the instrumental and integrative motivation raw scores out a maximum total score of 64 are similarly converted to percentages. The total percentage scores are analyzed in terms of five broad ranges: 50-65, 66-75, 76-85, 86-95 and 96-100. A separate analysis is based on learner-wise scores for instrumental vs. integrative motivation, where the data is analyzed in terms of three categories: learners with no difference (identical scores for instrumental and integrative motivation), slight difference (up to 9-point difference between the two) and large difference (10-point difference or more). A separate analysis is carried out of the responses to the personality inventory. For each learner, the total score is calculated for each of the five aspects of personality, taking into consideration items that are reverse scored. Thus each learner had five different scores for the five different aspects of personality. Further analysis is carried out to examine the relationship between the use of learning strategies and other variables. The learning strategies used by each learner are correlated, using Pearson correlation, with their academic ability, proficiency in English, frequency of writing practice, motivation and each aspect of personality. An analysis is carried out to find out the differences in the frequency and in the range of various learning strategies. The classroom observation of the teachers and learners is analyzed and reported on. It needs to be clarified that the figures in the relevant tables refer to the number of instances when a behavior occurred in a class session. The information obtained from the interviews with teachers and learners is similarly collated and described in order to present the general trends.
Two-thirds of learners in the sample (66.66%) are 18 or 19 years of age. A few learners are slightly younger (17 years) or slightly older (20 years). Thus the learners belonged to the same age group since they are enrolled for the same course of the study. This research examines the differences in the range of learning strategies used by the learners. This is followed by an analysis of the relationship between use of learning strategies and other variables.

Learning Strategies Undergraduate ESL Learners Use
The researcher has prepared the questionnaire using the framework provided by Oxford for classification of the learning strategies, that is, Direct Strategies and Indirect Strategies [9, 10]. However items on the questionnaire do not necessarily follow the sequence of Oxfords framework outline. They have been consciously presented in a random sequence in order to elicit a more authentic response. Hence in the analysis they may not be reported in the same sequence as they appear in the questionnaire. Cognitive Strategies, Mental Strategies, and Affective Strategies are indeed the three basic areas into which the Direct Strategies were separated. Metacognition, Compensation Strategies, and Relational Strategies are the various three groups that make up strategies more frequently. This first section deals with Memory Strategies. The Memory Strategies are further subdivided into three parts, Creating Mental Linkages, Applying Images and Sounds, Reviewing Well. The questions are framed to find out about how learners creating mental linkages. The main goal is to determine how students' categories or reorganize linguistic features into meaningful segments, either cognitively or in print, in to reduce the number of discrete pieces and make the material simpler to remember. (E.g. lexical items, minimal pairs, words from the same register topic-based words), Practical functions (terms) and linguistic functions (apology, request), similarity, dissimilarity or opposition, synonyms/ antonyms, acronyms (abbreviations) etc.  (2023) This deals with the sub-category of creating mental linkages. It deals with the learner's initiative to create their own grouping or understanding of language. The research clarifies whether learners create groups of words to learn better (e.g. nouns/verbs/adjectives/adverbials). The response to this item is divided, 45.83% learners create such groups of words and 54.16% learners do not as shown in Table 1. This is probably because Arabic learners are used to wrote learning and not have been trained in using such a strategy.   (2023) The other important strategy requires an understanding of the established abbreviations and the ability to create their own logical abbreviations/short forms. A slightly smaller proportion (66.66%) are able to create such personal short forms, indicating that most learners are more comfortable using standard abbreviations, as in table 3.  (2023) The research tries to find out problem areas and provides six possible options related to the problems faced by the learners while writing a summary, as in table 4. The data shows that none of the scores for this sub-strategy are very high: using exact words (55.55%), identifying important sentences (50%), identifying important or main idea, arguments (48.61%), and shortening information (45.83%). A smaller number of learners faced problems in identifying examples (33.33%). 15.27% marked the option any other but only one learner has written the problem faced by her: use proper words. The findings suggest that the learners are sub-consciously aware of cognitive strategies and use them in their language learning. The observations from the data suggest that most of these strategies are probably also used in other content subjects. The language teacher should deliberately manipulate the use of such strategies in second language learning by connecting it to other content-based subjects and help the learners develop reasoning and critical thinking and apply it to their language learning.

Compensation Strategies
The compensation strategies are used when learners do not have enough knowledge of the second language and try to compensate for this lack. By contextualizing what they are reading and writing and from their earlier knowledge or experience of language the learners process the new language and guess the meaning. These strategies help the learners to cope with the second language even with limited knowledge. These strategies are thus used to compensate for their lack of competence in the second language. Guessing intelligently is a sub-category of compensation strategies. Mostly while listening and speaking the learners need to comprehend the whole conversation and then respond to it.  (2023) Approximately half the learners (58.33%) created their own vocabulary items, as in Table 5. This strategy is used to overcome limitations which learners face when they are communicating something. There is an attempt to mix two meaningful words from the target language and create a new word. This is a slightly more difficult strategy to use so the percentage as compared to other strategies is lower.  (2023) When learners are faced with difficulty in remembering a specific word, they get around that difficulty by using more than one word to express a single concept, or by substituting another word. This strategy also focuses on conveying the message and avoiding a breakdown in communication. Approximately half the sample (55.55%) used this strategy, in Table 6. As compared to code switching this requires a little more effort, hence comparatively a lower proportion of learners use this strategy.
These strategies provide a solution to help the learners with limited knowledge of the second language. The principle behind all these strategies involved compensating for problems in language use with some other language resource. The findings show that most of the learners try to use these strategies, though with varying frequency.

Indirect strategies
The indirect strategies according to Oxfords classification system are not involved directly in the language learning process; they support and manage the target language learning. These strategies do not focus on actual language resources but involve planning, organizing and using individual factors to enhance learning and make the experience more enjoyable. The indirect strategies are divided into three sub-categories, Metacognitive Strategies, Affective Strategies and Social Strategies.Metacognitive Strategies The term metacognitive is derived by from the prefix meta-which refers to beyond or with and the lexical item cognitive which is related to mental processes involving learning and understanding. These strategies help learners to coordinate their own learning process, thus making them more aware of their own learning. Such strategies help learners to plan and monitor their learning, and to organize their learning process by setting and understanding aims and objectives. They enable learners to deal with the language tasks in the classroom, thus creating new learning opportunities both inside and outside the classroom. Another advantage of such strategies is that they create self-efficacy, through self-regulating and self-monitoring of language errors.  (2023) The courses of second language learning are designed with specific purposes. For every task or activity the purpose is indicated, so that the learners will learn that specific language skill/sub-skills through that specific activity or task. If learners understand the purpose of the task then they can search for that particular element. The findings in Table 7 showed that many of the learners (61.11%) did understand the purpose of the tasks. However several learners (38.88%) are unable to do so. This is alarming because if so many learners do not understand, then greater clarity is needed and the teacher needs to specify it in the class. It is essential for learners to understand the purpose of the input provided by each activity in the class, and this finding emphasizes the need for greater clarification from the teacher.  (2023) The language courses for second language learners in Saudi are designed with certain goals. The courses for undergraduate levels aimed at achieving language proficiency within 3 years both for academic and vocational purposes. In addition to the long term goals for the entire three years each semester has short term goals. Besides this each class session has specific goals. According to the findings most of the learners (75%) said that they are aware of the goals of each English language class, as in Table 8. Since the syllabus usually mentions these goals before every unit, this might be the reason for such a good response. The research is targeted at identifying how many learners find mistakes in their own writing. In Table 9, it is interesting to see that almost the entire sample of the learners (95.83%) did identify their mistakes. This indicates a great deal of awareness and selfmonitoring in the learners. The possible options are provided to find out how the learners evaluate their own learning. 58.33% learners corrected their errors immediately and repeated the phrase/sentence. An equally large number of learners (54.16%) tried to use the correct form the next time. This indicates that they evaluate the progress of their own learning and consciously attempt to correct themselves. All these strategies essentially help the learners to be aware about and also to judge their own language use. The findings revealed an attempt on the part of the learners to use such strategies. The teacher should train and help learners to use these strategies more effectively, in order to help the learners critique their own performance. These metacognitive strategies would thus help the learners to plan their language learning in a more effective way.

Affective Strategies
These strategies are mainly related to managing the emotions, moods, motivation and attitude of the learners. Second language learners often show anxiety and nervousness while learning a new language. This nervousness and anxiety is associated with the construct of self, self-esteem and self-efficacy. The learners' awareness of their own performance affects the language learning. Though these individual factors are distressing or disturbing, often these are ignored both by teachers and learners.  (2023) It is natural that any form of evaluation in the second language class causes the learners to feel some nervousness or anxiety. The learners may experience actual physical uneasiness before a test or presentation. It is very obvious from the findings of Table 10 that almost all the learners (88.88%) are conscious of nervousness before a test in English.  (2023) It probes whether learners share their feelings of nervousness as a strategy to reduce their anxiety. In Table 11, almost all the learners (90.27%) share their feeling of anxiousness or nervousness before a test. Some of them specified further that they usually shared their feelings with people they are close to, such as, mother, sister or friends. The finding thus indicates a positive attempt in the learners to reduce their anxiety by sharing their feelings. Since the learners obviously attempt to use these strategies their performance in the second language would improve further if the teacher trained them to use these strategies judiciously.

Social Strategies
As a part of society every individual need language to communicate and second language learners need to relate to the culture of the native language as well as target language and use appropriate social strategies to communicate. This communication would be part of cooperative interaction among the learners. Just as learners need strategies to manage their emotions and feelings, they also need strategies that would help them to decide what to communicate and to whom, whom to ask questions to clarify their doubts and with whom they are most comfortable when sharing emotions.
When learners manage their own social emotional learning, they are involved in the process of self-awareness and self-management. The learners' awareness that they are unable to understand something properly leads them to manage this problem by asking questions to the appropriate person/s in order to clarify their doubts.  (2023) This deals with the learners' self-awareness about learning. This process involves rereading notes that they have made in order to clarify information in their own mind. The first item addresses this issue. Though many of the learners (63.88%) mentioned that they did this, there are several learners (36.11%) who did not re-read their class notes, as in Table 12. This suggests a slightly lower level of self-awareness and self-monitoring. In Table 13, the findings show that there are variations in where the learners seek clarification, and in different learners comfort zone for asking the teacher. Almost half of them (48.61%) clarified their doubts during the class, almost an equal number (43.05%) immediately after class and a much smaller number (22.22%) later on. It is reassuring to see that a very large proportion of the learners did ask for clarification. This is an interesting finding because it suggests that the learners cooperatively involve themselves and others to make learning easy.

Differences in the Range of Various Learning Strategies
The following section presents information on the range of the strategies used by the learners. The range indicates the spread of strategies available to the learner. The present research tries to explore the variations in the range of various learning strategies. The range is examined under two broad categories strategies that are both indirect and direct. Additionally divided up into three sets are the Indirect and the Direct methods. Cognitive strategies, memory strategies, and compensation strategies are the subcategories of strategy instruction. affective strategies, metacognitive strategies, and social strategies are the subcategories of indirect strategies.   (2023) In Table 13, the findings revealed that a very large proportion of the learners (72%) used a wide range of memory strategies. Most of the remaining learners (25%) used an average range of memory strategies (3to 4 sub-types). An even larger number of learners (89%) used a very wide range of cognitive strategies (8-11 sub-types). A slightly lower number of learners (51%) used a wide range of compensation strategies (4-5 sub-types). These three sets indicate that a wider range of direct strategies is available to the learners. The methodologies used in the Saudi education system emphasize more on memorization so learners develop these strategies to cope with the examination system. The findings indicate that the range of use of memory and cognitive strategies is greater. The range of compensation strategies used by them is relatively less. Their belief about language learning indicates that the correct use of language seems to be more important to the learners than to use language for communication. As they continuously monitor their performance it is difficult for them to use compensation strategies. One possible reason for a wider range of cognitive strategies (89%) and memory strategies (72%) as compared compensation strategies (51%) could be that in the Saudi context the teaching methods for all subjects emphasize more on certain strategies like practicing (repeat, practice formally), organizing and reasoning (analyzing contrastively, translating and transferring) and applying images and sounds. In contrast to this the Saudi education system does not encourage guessing or deducing the meaning and hence learners do not use a wider range of such strategies.
If these differences are considered, the findings reveal that the learners used a wider range of indirect strategies where less use of target language is required, in comparison to the range of direct strategies used by them. In Table 14, the findings showed that a very high proportion of the learners (82%) used a wide range of metacognitive strategies. Almost the entire sample of the learners used a wide range of affective strategies and social strategies (99% and 100% respectively). Thus the findings show that the learners clearly use emotions and interaction as a resource in their learning strategy use.

Relationship between the use of Learning Strategies and Other Variables, such as, Proficiency in English, Learner Background, Academic Ability, Motivation and Personality
It is necessary to examine the findings of the study to compare the range of direct strategies used by the learners with the range of indirect strategies used by them. The teachers agreed that the learners need to develop learning strategies to enhance their second language learning. Almost all teachers suggested different ways or areas of development. One teacher felt that, learning methods have to have some amount of individualization that can happen only when the students develop own strategies and this would help them to learn effectively. Other teachers added that learners need to make plans for their learning as the approach is important, in the form of key points, keywords, memorization or making power point presentation. On the same lines other teachers suggested that their comprehension will be more. They can read any text with ease. They would benefit as they have prepared their strategies which is easier for them to remember. Because planning and practice is must in any field that you want to learn. The teachers also suggested that, exposure is important for familiarity as well as practice such as extra reading sessions, writing practice. Correlation analysis is given in Table 15. Table 16 correlates the findings from the learner questionnaire in order to investigate the relationship between the use of learning strategies and other variables. It needs to be clarified that the researcher is only examining the strength of the relationship; no attempt has been made to establish any cause-and-effect relationship between the variables involved. A correlation matrix is analyzed to examine the inter-relationships of the various factors involved. The focus of the analysis is on the correlation of learners use of learning strategies (6 variables: memory, cognitive, compensation, metacognitive, affective and social) with other factors involved in the learning process including academic ability, proficiency in English, frequency of writing practice, motivation (instrumental and integrative), and personality (extraversion, agreeableness, conscientiousness, neuroticism and openness).
The first section examines the relationship between learning strategies and other variables such as academic ability, proficiency in English, motivation and frequency of writing practice. The learners' academic ability correlated highly with marks in English (0.69). This indicates that the learners overall ability across all subjects at HSC is also closely related to their proficiency in the second language. In other words the more academically inclined learners are also more proficient in the L2. However academic ability did not significantly correlate with most of the individual learning strategies. There are low positive correlations with memory strategies (0.16) and cognitive strategies (0.18); similarly there are low negative correlations with compensation strategies (-0.17), affective strategies (-0.13) and social strategies (-0.10). Compared to other learning strategies, the correlation of metacognitive strategies (0.34) is a little higher. This suggests that the learners draw upon various other resources as a part of their learning process, both in their study of other subjects as well as in their second language learning. Possibly, Saudi learners are conscious about problems in second language learning, hence the learners with greater academic ability try to use resources such as metacognitive strategies.  (2023) The learners' proficiency in English showed moderate positive correlation with three types of learning strategies: memory strategies (0.29) cognitive strategies (0.23) and metacognitive strategies (0.28). The relationship with other strategies is either low positive, or negative. This finding suggests that strategies such as affective strategies and social strategies are unrelated to the learners' performance in English at the HSC examination. The finding is interesting because it shows that irrespective of their ability in English the learners could draw upon emotions and interaction as a resource in language learning. Three personality factors, conscientiousness (0.20), openness (0.26) and agreeableness (0.12), also displayed positive low correlations with marks in English.
Motivation, both instrumental and integrative, showed low negative correlations with proficiency in English. This indicates that scores in English are unrelated to the learner's levels of motivation. It is reassuring to note that despite low proficiency in English, most learners had a fairly high level of motivation for learning the English language. Moreover motivation did not show any significant correlation with various learning strategies, with only low positive or low negative correlations. This is also an interesting finding because it suggests that motivation is unrelated to learning strategy use. Consequently it would be possible for all learners irrespective of their level of motivation to benefit from training in the use of learning strategies.
Frequency of writing revealed a very low correlation with most of the learning strategies except compensation strategies (0.30). Possibly this low correlation is due to the fact that most learners usually spend very little time actually writing in English. The moderate correlation of compensation strategies with frequency of writing suggests that though the learners have limited knowledge of the second language they try to compensate by using these strategies for production of the language.
This research examines the interrelationships among the six learning strategies. Several learning strategies showed a fairly high correlation with each other. The memory strategies displayed a fairly high relationship with cognitive strategies (0.44) and metacognitive strategies (0.57). This suggests a positive interrelationship among these strategies. Memory strategies also showed a moderate positive correlation with social strategies (0.29). The cognitive strategies had fairly high correlations with several learning strategies. Apart from memory strategies as already mentioned above, they also revealed a stronger correlation with metacognitive (0.51) as compared to other learning strategies. This is a positive finding as it suggests that metacognitive strategies are related to the learner's development of cognitive strategies. Compensation strategies (0.20) and social strategies (0.21) also showed low positive correlations with cognitive strategies. This indicated that the frequency of using indirect strategies is higher. The possible reason might be that the learners try to manage language learning in certain situations without directly using L2.
The compensation strategies had fairly low correlations with the other strategies. Apart from the low positive correlation with cognitive strategies mentioned earlier it showed a moderate positive correlation with affective strategies (0.33). The findings suggest that the learners used compensation strategies to manage their little knowledge of second language while writing and that the use of affective strategies is related to use of compensation strategies. The learners manage their performance in the second language by taking care of their emotions/attitudes while using compensation strategies such as guessing intelligently and overcoming limitations in writing.
The metacognitive strategies, apart from the fairly high correlation with memory strategies and cognitive strategies mentioned above, showed low positive/negative correlations with other strategies. In fact it showed a low negative relationship with affective strategies (-0.01).This indicated that the learner's internal process of learning as manifested by the metacognitive strategies is unrelated to other external factors.
The affective strategies as mentioned earlier showed a moderate positive correlation with compensation strategies. It also showed a low positive relationship with social strategies (0.24). This suggests that the social and emotional behavior of the individual is interrelated and that affective factors such as emotions could also be interpreted as a social construct. The social strategies did not show high correlation with any other learning strategies. However as mentioned earlier it did reveal low positive correlations with memory strategies, cognitive strategies and affective strategies.
The final section examines the relationship between the use of learning strategies and the five aspects of personality (extraversion, agreeableness, conscientiousness, neuroticism and openness). Extraversion showed a low negative correlation with memory strategies (-0.01) and social strategies (-0.05) and with other learning strategies the correlation coefficient ranged between 0.13 and 0.02. Agreeableness showed negative correlation with most of the strategies: memory strategies (-0.12), compensation strategies (-0.06), affective strategies (-0.10) and social strategies (-0.23). With the other two strategies, agreeableness showed a low positive correlation. A somewhat similar pattern of correlation is found between conscientiousness and several learning strategies: compensation strategies (-0.30), affective strategies (-0.06) and social strategies (-0.23); with other learning strategies, correlations are very low: memory strategies (0.1), cognitive strategies (0.04) and metacognitive strategies (0.01). With the remaining two personality factors (neuroticism and openness) negative correlations are observed. The findings suggest that the various aspects of personality are not closely related to the learner's use of learning strategies. This finding is reassuring because it suggests that all learners can be trained to develop use of learning strategies, irrespective of their personality.

CONCLUSION
Most learners came from an educationally deprived background with very little exposure to English in the home environment. Most learners experienced problems when writing in English, specifically in areas such as grammar, spellings, vocabulary and organizing of paragraphs. Learners wrote very infrequently in English, with most learners writing only sometimes or rarely. Individual scores for instrumental and integrative motivation are fairly similar with some slightly higher scores for instrumental motivation. Responses for the integrative items indicated that the learners give more importance to the need for English for formal social interaction, usually in academic and professional settings. It is observed that on the whole indirect strategies are used more frequently than direct strategies. Under direct strategies, cognitive strategies are used more frequently, followed by memory strategies; compensation strategies are used comparatively less frequently. Under indirect strategies, affective strategies and social strategies are used by almost the entire sample of the learners; the use of metacognitive strategies is also very high. The learners used a wider range of indirect strategies (where less use of target language is required), in comparison to the range of direct strategies. Among the direct strategies, the learners had a wide range of cognitive strategies available to them followed by a fairly wide range of memory strategies. Among the indirect strategies, almost the entire sample of the learners used a wide range of affective strategies and social strategies indicating that they used emotions and interactions as a resource. The learner's proficiency in English showed moderate positive correlation with three types of learning strategies: memory, cognitive and metacognitive. However affective strategies and social strategies are unrelated to their proficiency in English, suggesting that irrespective of their ability in English they could draw upon emotions and interactions as a resource in language learning. The findings of the research are confirmed from the questionnaires regarding the learning strategies used by the learners.