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\title{Learning Strategies used by Pakistani ESL Students in University of Sargodha}
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             \author[1]{Hafiza Saima  Akbar}

             \affil[1]{  University Of  Sargodha}

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\date{\small \em Received: 16 December 2012 Accepted: 31 December 2012 Published: 15 January 2013}

\maketitle


\begin{abstract}
        


The language which is learned after the learning of native language is called second language and the process of learning the second language is called second language acquisition (Gass & Selinker, 2008). The study of learning strategies has gained much importance in the field of second language acquisition during the past few decades (Koch, 2005). ?Language learning strategies are operations employed by the learner to aid the acquisition, storage, retrieval, and use of information; specific actions taken by the learners to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations? (Oxford, 1990).

\end{abstract}


\keywords{language, language acquisition, learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
he language which is learned after the learning of native language is called second language and the process of learning the second language is called second language acquisition \hyperref[b0]{(Gass \& Selinker, 2008)}. The study of learning strategies has gained much importance in the field of second language acquisition during the past few decades \hyperref[b4]{(Koch, 2005)}. "Language learning strategies are operations employed by the learner to aid the acquisition, storage, retrieval, and use of information; specific actions taken by the learners to make learning easier, faster, more enjoyable, more selfdirected, more effective, and more transferable to new situations" \hyperref[b12]{(Oxford, 1990)}. \hyperref[b12]{Oxford(1990)} provides six categories of learning strategies: cognitive, metacognitive, memory related, compensatory, affective and social strategies. Researches have shown that different factors like age, gender, motivation, learning styles, cultural differences, learning stage, learning experience, proficiency and aptitude directly influence the choice and use of learning strategies  {\ref (Rubin, 1975, et al.}, cited by \hyperref[b5]{Lee, 2010)}. Good language learners use these strategies consciously or unconsciously to create successful learning experiences.\par
In second language acquisition, the types of learning strategies and learning styles differ in different cultures \hyperref[b15]{(Oxford, 1996a)}. The purpose of this study is to explore the learning strategies used by the students of University of Sargodha by using quantitative method and to find out the relationship between the strategy use and the various factors. The researcher has chosen four independent variables to find their influence on strategy use: learning stage, self-choice of studying English, intrinsic motivation (liking of English language) and selfexamined proficiency.\par
The results obtained from the data will fill the major research gap by providing information about the strategies used by the students of University of Sargodha. This study will explore the relationship among four independent variables and students' strategy use and will find the variable which best predicts the students' strategy use. This information will help the teachers in identifying students' needs according to their requirements and guiding them in using the strategies they are lacking in use.\par
Author ? ? ? ? ¥ : Department of English University of Sargodha. 
\section[{a) Aims of the Study}]{a) Aims of the Study}\par
The main aim of this study is to investigate the strategy use by the students of University of Sargodha. It will also explore the impact of four independent variables on students' strategy use. Following will be the research questions of this study. 
\section[{b) Research Questions}]{b) Research Questions}\par
? What is the mean of total strategy use for all the students? ? What is the mean of each of the strategy category for all the students? II. 
\section[{Literature Review}]{Literature Review}\par
Currently emphasis is put on the active role of learners in learning process and the effective use of learning strategies shows learners' control over the learning process \hyperref[b1]{(Gewehr, 1998)}. Language learning strategies are conscious efforts of the learners to make their learning better and faster \hyperref[b15]{(Oxford, 1996a;}\hyperref[b4]{Koch, 2005)}. Learning strategies impact the development of communicative competence \hyperref[b13]{(Oxford, 1996b)}. Students use strategies of advance planning, note taking, selfmanagement, self -encouragement, cooperation, inferring, and deduction etc. \hyperref[b1]{(Gewehr, 1998)}. But unfortunately all learners don't adopt the learning strategies \hyperref[b1]{(Gewehr, 1998)}. According to \hyperref[b2]{Graham (1997)} successful and unsuccessful learners are differentiated on the basis of their strategy use. Learners can't achieve their goal without the use of learning strategies \hyperref[b4]{(Koch, 2005)}.\par
Malley and Chamot (1990) give three strategy categories: metacognitive, cognitive and social/affective but \hyperref[b12]{Oxford (1990)} gives six categories of learning strategies. Metacognitive strategies are used to plan, monitor and evaluate students' own learning process and are considered to be most effective in their learning  {\ref (Gewher, 1998;}\hyperref[b2]{Graham, 1997;}\hyperref[b13]{Oxford, 1996b)}. Cognitive strategies manipulate incoming information in the form of summarizing, deduction, inference, note taking, induction and translation to make learning effective  {\ref (Gewher, 1998;}\hyperref[b2]{Graham, 1997;}\hyperref[b13]{Oxford, 1996b)}. Compensatory strategies, like guessing and inferring are also used by good learners \hyperref[b13]{(Oxford, 1996b)}. When learners don't remember any appropriate word in the given situation, they use the words of same meaning to solve their problem \hyperref[b6]{(Littlewood, 1984)}. Most researchers reviewing as cognitive \hyperref[b13]{(Oxford, 1996b)}. Affective strategies, like self-encouragement and high motivation are used to control one's emotional state and anxiety level  {\ref (Gewher, 1998;}\hyperref[b2]{Graham, 1997;}\hyperref[b13]{Oxford, 1996b)}. Social strategies, like asking for help, questioning and sharing worries show cooperative attitude of learners  {\ref (Gewher, 1998;}\hyperref[b2]{Graham, 1997;}\hyperref[b13]{Oxford, 1996b)}. But many learners don't use social and affective strategies \hyperref[b13]{(Oxford, 1996b)}.\par
Gujjar, Noareen and Aslam (2010) compared the learning strategies used by the Pakistani students of formal and non-formal education system and found that formal students use strategies of memorization and socialization while non-formal students use summarizing and compensatory strategies.\par
Researches have shown that factors like age, motivation, goals, aptitude, language learning level, proficiency, learning style and learning field influence learning strategies choice \hyperref[b11]{(Oxford and Nyikos 1989)}. According to Gwehr (1998) factors like learning stage, age, learning style, context, experience, culture and teaching impact the strategy use.\par
Research of Oxford and Nyikos (1989) finds motivation as the strongest predictor of strategy use and highly motivated learners use more cognitive and metacognitive strategies. According to Gardner's hypothesis highly motivated learners are active and successful learners \hyperref[b15]{(Oxford, 1996a)}. There is a strong relationship between strategy use and proficiency level of the students \hyperref[b13]{(Oxford, 1996b)}. More proficient learners consciously use more and organized strategies \hyperref[b15]{(Oxford, 1996a)}. The research on learning strategies helps students and teachers in improving the learning process \hyperref[b1]{(Gewehr, 1998)}. 
\section[{III.}]{III.} 
\section[{Learning Strategies}]{Learning Strategies}\par
Language learning Strategies (LLS) are seen as a shift from focusing on teacher and teaching to learners and learning.\par
Cohen (1998) defined such as swift when he states that "one potentially beneficial shift in teachers roles in from that of being exclusive the manger, controller and instructor to that of being a change agenta facilitator of learning, whose role is to help their students to become more independent and more responsible for their own learning. In this role the teacher become partner in the learning process" Language Learning Strategies are different from teaching Strategies (the technique used by teachers to help learners learn) in that, the learners and not the teachers, is the one who exercises control or the operations of the designed activity (O  {\ref ' Malley etal.1985)}.\par
Weinstein and Mayer (1986) "behaviors and thoughts that a learners engages in during learning. Which are intended to influence the learners encoding process"? Mayer (1988) "behavior of a learner that are intended to influence how the learners process information" a) Characteristics of Language learning Strategies (LLS)  
\section[{c) The Good Language Learner Strategies}]{c) The Good Language Learner Strategies}\par
The good Language learning strategies that we observed are to find a learning style that suits you and involve yourself in the language learning process. To develop an awareness of language both as system and as communication, also pay constant attention to expanding your language. Teacher should develop the L2 as a separate system.\par
IV. 
\section[{Research Methodology}]{Research Methodology}\par
The students of University of Sargodha will be taken as population. The sample will constitute the students from different departments. \hyperref[b11]{Oxford's (1989)} Strategy Inventory for language learning version 7.0 average Cronbach alpha reliability of SILL version 5.1 is 0.91 and its validity ranges from 0.40 to 0.80. Yang's (1992) study shows that the SILL doesn't give fake results  {\ref (Oxford, 1996a, p 110)}. The validity of SILL is proved when the research is conducted in relation to learning style, performance and settings \hyperref[b13]{(Oxford, 1996b)}. The SILL is divided into six language learning categories: cognitive, metacognitive, memory related, compensatory, affective and social strategies. Five Likert scale responses are included in the questionnaire \hyperref[b12]{(Oxford, 1990)} V. 
\section[{Data Analysis}]{Data Analysis}\par
Oxford's (1990) key will be used to calculate the mean strategy score which has a scale range of 1-5.\par
i. High use: 4.5 to 5.0 (almost always or always) and 3.5 to 4.4 (usually) ii. Medium use: 2.5 to 3.4 (sometimes) iii. Low use: 1.5 to 2.4 (usually not) and 1.0-1.4\par
(never or almost never)\par
The frequency and percentage of students showing high, medium and low strategy use will be calculated. Then the means and standard deviations of all and each of strategy categories will be calculated which will indicate the strategy use of the whole sample. I 
\section[{Volume XIII Issue IV Version I}]{Volume XIII Issue IV Version I}\par
We have collected the Data from 30 students and out of these students 46.7\% of students sometimes refresh their previous memory related to present learning tasks.\par
We have collected the data from 30 students and out of these students 46.7\% usually remember new English words by using them in sentence.\par
We have collected the data from 30 students and out of these students 43.3\% sometimes learn rhyming word together. I 
\section[{IV Version I}]{IV Version I}\par
We have collected the data from 30 students and out of these students 56.7 usually memorize new English words and their meaning.\par
We have collected data from 30 students out of these students 46.7 sometimes silently revise, what the teacher and other students say, in my mind.\par
We have collected the Data from 30 students out of these students 40.0\% sometimes practice new English sounds.\par
We have collected the Data from 30 students out of these students 36. \hyperref[b6]{7}  Volume XIII Issue IV Version I\par
We have collected the Data from 30 students out of these students 40.0\% sometimes watch English movies and TV programmes.\par
We have collected the Data from 30 students out of these students 40.0\% sometimes listen English songs.\par
We have collected the Data from 30 students out of these students 46.7 usually read English books and newspapers.\par
We have collected the Data from 30 students out of these students 33. \hyperref[b2]{3}   
\section[{IV Version I}]{IV Version I}\par
We have collected the Data from 30 students out of these students 36.7\% usually try themselves to interpret any English text.\par
We have collected the Data from 30 students out of these students 30.0 \% usually or sometimes use gesture and pauses to express themselves, when they don't remember any English word during conversation.\par
We have collected the Data from 30 students out of these students 40.0\% always or almost always don't remember any English word, I use any word or phrase having the same meaning.\par
We have collected the Data from 30 students out of these students 26. \hyperref[b6]{7}   
\section[{Volume XIII Issue IV Version I}]{Volume XIII Issue IV Version I}\par
We have collected the data from 30 students out of these students 46.7 usually try to find opportunities to participate in the class in English.\par
We have collected the data from 30 students out of these students 33.3\% usually prepare themselves for presentations and discussions.\par
We have collected the data from 30 students out of these students 43.3\% usually or sometimes ask questions in English in my class.\par
We have collected the Data from 30 students out of these students 40.0\% sometimes do study discussions with their group mates in English.  
\section[{IV Version I}]{IV Version I}\par
We have collected the data from 30 students out of these students 56.7\% sometimes talk in English with their teachers, friends and family members. 
\section[{VI.}]{VI.} 
\section[{Conclusion}]{Conclusion}\par
Learning Strategies are very important for Language Acquisition. There are different Learning Strategies used to learn the second language. For this purpose we selected 20 main Strategies for knowing which Strategies are more popular in the students of University of Sargodha. By the results we concluded that the following two Strategies are more popular.\par
? Talk in English with my friends and teachers.\par
(56.7\%)\par
? I memorize new English words. (56.7\%) 
\section[{VII. Proposed Implications of the Study}]{VII. Proposed Implications of the Study}\par
This study will also help the teachers to instruct students about strategy use and to allow them to practice their strategies in the classrooms. The results of this study will make students aware of their learning strategies use and will help Lectures integrated with strategy instruction can be conducted by the teachers.  
\section[{VIII.}]{VIII.} 
\section[{Appendices}]{Appendices}\begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.85\textwidth}}
? LLS allow learners to become more self directed\\
(oxfor,1906)\\
? Only conscious strategies are LLS, these are must\\
be a choice involved on the part of learners (Cohen,\\
1990)\\
? They may be visible as they are ( specific actions for\\
techniques) (Green and oxford,1995) or invisible as\\
they can involve mental processing (Williams and\\
Burden,1997)\\
? Learning Strategies use is determined at a\\
metacognitive level (Garner,1988)\\
? LLS can be thought to students (oxford,1906)\\
? Learning Strategies are under the active, strategic\\
control of the student while in use (garner,1988)\\
b) Can Strategies be Taught to Students\\
? Teachers who experimented and investigated\\
learning strategies in their teaching are convinced\\
that strategies can be taught through direct\\
instruction and overtime students will maintain and\\
transfer them into new task when necessary.\\
? Strategies teaching should start at the beginning\\
levels by providing them in the student's first\\
language.\\
? Strategies should be integrated with in the\\
curriculum rather than taught as separate entity.\\
? Teacher should identify strategies by name,\\
describe them and model them.\\
? Students needs to have experience with variety of\\
strategies by name to be able to use the one that\\
works with them well.\end{longtable} \par
  {\small\itshape [Note: ? In this case of failure in language learning, students need to be assured that work with them well.]} 
\caption{\label{tab_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.012408759124087591\textwidth}P{0.11540145985401459\textwidth}P{0.17248175182481754\textwidth}P{0.15759124087591242\textwidth}P{0.034744525547445254\textwidth}P{0.07072992700729927\textwidth}P{0.1637956204379562\textwidth}P{0.06080291970802919\textwidth}P{0.06204379562043795\textwidth}}
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 2013\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Year\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 43\\
\tabcellsep \tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep \multicolumn{3}{l}{Valid Percent Cumulative Percent}\\
\tabcellsep Valid\tabcellsep never\tabcellsep 3\tabcellsep 10.0\tabcellsep \tabcellsep 10.0\tabcellsep 10.0\\
\tabcellsep \tabcellsep usually not\tabcellsep 3\tabcellsep 10.0\tabcellsep \tabcellsep 10.0\tabcellsep 20.0\\
\tabcellsep \tabcellsep sometimes\tabcellsep 14\tabcellsep 46.7\tabcellsep \tabcellsep 46.7\tabcellsep 66.7\\
\tabcellsep \tabcellsep usually\tabcellsep 10\tabcellsep 33.3\tabcellsep \tabcellsep 33.3\tabcellsep 100.0\\
\tabcellsep \tabcellsep Total\tabcellsep 30\tabcellsep 100.0\tabcellsep \tabcellsep 100.0\\
\tabcellsep \tabcellsep \multicolumn{6}{l}{I remember new English words by using them in sentences}\\
Valid\tabcellsep \multicolumn{2}{l}{Never usually not sometimes Usually always or almost always Total}\tabcellsep \multicolumn{3}{l}{Frequency Percent 2 6.7 5 16.7 8 26.7 14 46.7 1 3.3 30 100.0}\tabcellsep \multicolumn{2}{l}{6.7 16.7 26.7 46.7 3.3 100.0 Valid Percent Cumulative Percent 6.7 23.3 50.0 100.0 96.7}\tabcellsep Human Social Science ( D D D D ) G\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{5}{l}{Frequency Percent Valid Percent Cumulative Percent}\tabcellsep Journal of\\
Valid\tabcellsep \tabcellsep Never usually not\tabcellsep \multicolumn{2}{l}{3 8}\tabcellsep 10.0 26.7\tabcellsep 10.0 26.7\tabcellsep 10.0 36.7\tabcellsep Global\\
\tabcellsep \tabcellsep sometimes\tabcellsep \multicolumn{2}{l}{13}\tabcellsep 43.3\tabcellsep 43.3\tabcellsep 80.0\\
\tabcellsep \tabcellsep Usually\tabcellsep 5\tabcellsep \tabcellsep 16.7\tabcellsep 16.7\tabcellsep 96.7\\
\tabcellsep \multicolumn{2}{l}{always or almost always}\tabcellsep \multicolumn{2}{l}{1}\tabcellsep 3.3\tabcellsep 3.3\tabcellsep 100.0\\
\tabcellsep \tabcellsep Total\tabcellsep \multicolumn{2}{l}{30}\tabcellsep 100.0\tabcellsep 100.0\end{longtable} \par
  {\small\itshape [Note: © 2013 Global Journals Inc. (US)]} 
\caption{\label{tab_1}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.08163841807909604\textwidth}P{0.019209039548022597\textwidth}P{0.266045197740113\textwidth}P{0.11813559322033898\textwidth}P{0.1056497175141243\textwidth}P{0.19016949152542373\textwidth}P{0.06915254237288135\textwidth}}
\tabcellsep \tabcellsep \multicolumn{4}{l}{I memorize new English words and their meanings}\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{4}{l}{Frequency Percent Valid Percent Cumulative Percent}\\
\tabcellsep Valid\tabcellsep usually not\tabcellsep 3\tabcellsep 10.0\tabcellsep 10.0\tabcellsep 10.0\\
\tabcellsep \tabcellsep sometimes\tabcellsep 4\tabcellsep 13.3\tabcellsep 13.3\tabcellsep 23.3\\
\tabcellsep \tabcellsep Usually\tabcellsep 17\tabcellsep 56.7\tabcellsep 56.7\tabcellsep 80.0\\
\tabcellsep \tabcellsep always or almost always\tabcellsep 6\tabcellsep 20.0\tabcellsep 20.0\tabcellsep 100.0\\
\tabcellsep \tabcellsep Total\tabcellsep 30\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\
Year 2013\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
2 20 2 44\tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{Frequency Percent}\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\
\tabcellsep Valid\tabcellsep never\tabcellsep 3\tabcellsep 10.0\tabcellsep 10.0\tabcellsep 10.0\\
\tabcellsep \tabcellsep sometimes\tabcellsep 14\tabcellsep 46.7\tabcellsep 46.7\tabcellsep 56.7\\
\tabcellsep \tabcellsep usually\tabcellsep 8\tabcellsep 26.7\tabcellsep 26.7\tabcellsep 83.3\\
Volume XIII Issue W\tabcellsep \tabcellsep always or almost always Total\tabcellsep 5 30\tabcellsep 16.7 100.0\tabcellsep 16.7 100.0\tabcellsep 100.0\\
D D D D )\tabcellsep \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep \multicolumn{2}{l}{Valid Percent Cumulative Percent}\\
(\tabcellsep Valid\tabcellsep never\tabcellsep 1\tabcellsep 3.3\tabcellsep 3.3\tabcellsep 3.3\\
Global Journal of Human Social Science\tabcellsep Valid\tabcellsep usually not sometimes usually always or almost always Total Never\tabcellsep 5 12 9 3 30 Frequency 2\tabcellsep 16.7 40.0 30.0 10.0 100.0 Percent 6.7\tabcellsep \multicolumn{2}{l}{16.7 40.0 30.0 10.0 100.0 Valid Percent Cumulative Percent 20.0 60.0 90.0 100.0 6.7 6.7}\\
\tabcellsep \tabcellsep usually not\tabcellsep 1\tabcellsep 3.3\tabcellsep 3.3\tabcellsep 10.0\\
\tabcellsep \tabcellsep Sometimes\tabcellsep 10\tabcellsep 33.3\tabcellsep 33.3\tabcellsep 43.3\\
\tabcellsep \tabcellsep Usually\tabcellsep 6\tabcellsep 20.0\tabcellsep 20.0\tabcellsep 63.3\\
\tabcellsep \tabcellsep always or almost always\tabcellsep 11\tabcellsep 36.7\tabcellsep 36.7\tabcellsep 100.0\\
\tabcellsep \tabcellsep Total\tabcellsep 30\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par
  {\small\itshape [Note: G© 2013 Global Journals Inc. (US)]} 
\caption{\label{tab_2}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.03323045267489712\textwidth}P{0.3226851851851852\textwidth}P{0.222119341563786\textwidth}P{0.07782921810699588\textwidth}P{0.07782921810699588\textwidth}P{0.0647119341563786\textwidth}P{0.05159465020576132\textwidth}}
\tabcellsep \multicolumn{4}{l}{I watch English movies and TV programmes}\tabcellsep \\
\tabcellsep \tabcellsep \multicolumn{4}{l}{Frequency Percent Valid Percent Cumulative Percent}\\
Valid\tabcellsep usually not\tabcellsep 5\tabcellsep 16.7\tabcellsep 16.7\tabcellsep 16.7\\
\tabcellsep Sometimes\tabcellsep 12\tabcellsep 40.0\tabcellsep 40.0\tabcellsep 56.7\\
\tabcellsep Usually\tabcellsep 8\tabcellsep 26.7\tabcellsep 26.7\tabcellsep 83.3\\
\tabcellsep always or almost always\tabcellsep 5\tabcellsep 16.7\tabcellsep 16.7\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 30\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 2013\\
\tabcellsep \multicolumn{5}{l}{I silently revise, what the teacher and other students say, in my mind}\tabcellsep Year\\
\tabcellsep \tabcellsep \multicolumn{4}{l}{Frequency Percent Valid Percent Cumulative Percent}\tabcellsep 45\\
Valid\tabcellsep Never\tabcellsep 2\tabcellsep 6.7\tabcellsep 6.7\tabcellsep 6.7\\
\tabcellsep usually not\tabcellsep 5\tabcellsep 16.7\tabcellsep 16.7\tabcellsep 23.3\\
\tabcellsep Sometimes\tabcellsep 12\tabcellsep 40.0\tabcellsep 40.0\tabcellsep 63.3\\
\tabcellsep Usually\tabcellsep 10\tabcellsep 33.3\tabcellsep 33.3\tabcellsep 96.7\\
\tabcellsep always or almost always\tabcellsep 1\tabcellsep 3.3\tabcellsep 3.3\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 30\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\
\tabcellsep \multicolumn{4}{l}{I practice new English sounds}\tabcellsep \\
\tabcellsep \tabcellsep \multicolumn{4}{l}{Frequency Percent Valid Percent Cumulative Percent}\tabcellsep D D D D ) G\\
\tabcellsep \tabcellsep 1 3 10 14 2 30\tabcellsep 3.3 10.0 33.3 46.7 6.7 100.0\tabcellsep 3.3 10.0 33.3 46.7 6.7 100.0\tabcellsep 3.3 13.3 93.3 100.0 46.7\tabcellsep Human Social Science (\\
\tabcellsep \multicolumn{4}{l}{I take notes in English in the class I write text messages in English, not in Roman}\tabcellsep \tabcellsep Journal of\\
Valid\tabcellsep usually not\tabcellsep \multicolumn{4}{l}{6 Frequency Percent Valid Percent Cumulative Percent 20.0 20.0 20.0}\tabcellsep Global\\
\tabcellsep sometimes\tabcellsep 10\tabcellsep 33.3\tabcellsep 33.3\tabcellsep 53.3\\
\tabcellsep usually\tabcellsep 10\tabcellsep 33.3\tabcellsep 33.3\tabcellsep 86.7\\
\multicolumn{2}{l}{always or almost always}\tabcellsep 4\tabcellsep 13.3\tabcellsep 13.3\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 30\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par
  {\small\itshape [Note: © 2013 Global Journals Inc. (US)]} 
\caption{\label{tab_3}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.05768330733229329\textwidth}P{0.22808112324492977\textwidth}P{0.378588143525741\textwidth}P{0.0437597503900156\textwidth}P{0.04177067082683307\textwidth}P{0.05834633385335414\textwidth}P{0.04177067082683307\textwidth}}
\tabcellsep \tabcellsep \multicolumn{4}{l}{I try myself to interpret any English text}\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{4}{l}{Frequency Percent Valid Percent Cumulative Percent}\\
\tabcellsep Valid\tabcellsep never\tabcellsep 1\tabcellsep 3.3\tabcellsep 3.3\tabcellsep 3.3\\
\tabcellsep \tabcellsep usually not\tabcellsep 4\tabcellsep 13.3\tabcellsep 13.3\tabcellsep 16.7\\
\tabcellsep \tabcellsep sometimes\tabcellsep 6\tabcellsep 20.0\tabcellsep 20.0\tabcellsep 36.7\\
\tabcellsep \tabcellsep usually\tabcellsep 11\tabcellsep 36.7\tabcellsep 36.7\tabcellsep 73.3\\
\tabcellsep \tabcellsep always or almost always\tabcellsep 8\tabcellsep 26.7\tabcellsep 26.7\tabcellsep 100.0\\
Year 2013 2 20 2 46\tabcellsep \multicolumn{6}{l}{Total I use gestures and pauses to express myself, when I don't remember any English word 30 100.0 100.0 I listen to English songs during conversation.}\\
\tabcellsep \tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep \multicolumn{2}{l}{Valid Percent Cumulative Percent}\\
\tabcellsep Valid\tabcellsep never\tabcellsep 5\tabcellsep 16.7\tabcellsep 16.7\tabcellsep 16.7\\
\tabcellsep \tabcellsep usually not\tabcellsep 4\tabcellsep 13.3\tabcellsep 13.3\tabcellsep 30.0\\
\tabcellsep \tabcellsep sometimes\tabcellsep 9\tabcellsep 30.0\tabcellsep 30.0\tabcellsep 60.0\\
Volume XIII Issue W\tabcellsep \multicolumn{5}{l}{I read English books and newspapers 9 30.0 30.0 always or almost always usually 3 10.0 10.0 Total 30 100.0 100.0}\tabcellsep 90.0 100.0\\
D D D D )\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
G\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
(\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Global Journal of Human Social Science\tabcellsep Valid Valid\tabcellsep \multicolumn{5}{l}{Never usually not Sometimes Usually always or almost always Total Frequency Percent Valid Percent Cumulative Percent never 2 6.7 6.7 6.7 usually not 3 10.0 10.0 16.7 sometimes 6 20.0 20.0 36.7 usually 7 23.3 23.3 60.0 always or almost always 12 40.0 40.0 100.0 Total 30 100.0 100.0 I review what to be discussed in the class before going into the class Frequency Percent Valid Percent Cumulative Percent}\\
\tabcellsep Valid\tabcellsep never\tabcellsep 4\tabcellsep 13.3\tabcellsep 13.3\tabcellsep 13.3\\
\tabcellsep \tabcellsep usually not\tabcellsep 8\tabcellsep 26.7\tabcellsep 26.7\tabcellsep 40.0\\
\tabcellsep \tabcellsep sometimes\tabcellsep 7\tabcellsep 23.3\tabcellsep 23.3\tabcellsep 63.3\\
\tabcellsep \tabcellsep usually\tabcellsep 5\tabcellsep 16.7\tabcellsep 16.7\tabcellsep 80.0\\
\tabcellsep \multicolumn{2}{l}{always or almost always}\tabcellsep 6\tabcellsep 20.0\tabcellsep 20.0\tabcellsep 100.0\\
\tabcellsep \tabcellsep Total\tabcellsep 30\tabcellsep 100.0\tabcellsep 100.0\\
\tabcellsep © 2013 Global Journals Inc. (US)\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_4}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.25880350194552526\textwidth}P{0.15214007782101166\textwidth}P{0.06284046692607004\textwidth}P{0.019844357976653695\textwidth}P{0.07937743190661478\textwidth}P{0.030593385214007777\textwidth}P{0.08351167315175097\textwidth}P{0.13891050583657588\textwidth}P{0.02397859922178988\textwidth}}
\tabcellsep \tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep \multicolumn{2}{l}{Valid Percent}\tabcellsep Cumulative Percent\\
Valid\tabcellsep Never\tabcellsep 4\tabcellsep \tabcellsep 13.3\tabcellsep \tabcellsep 13.3\tabcellsep 13.3\\
\multicolumn{2}{l}{usually not}\tabcellsep 2\tabcellsep \tabcellsep 6.7\tabcellsep \tabcellsep 6.7\tabcellsep 20.0\\
\multicolumn{2}{l}{sometimes}\tabcellsep 4\tabcellsep \tabcellsep 13.3\tabcellsep \tabcellsep 13.3\tabcellsep 33.3\\
\multicolumn{2}{l}{Usually}\tabcellsep 14\tabcellsep \tabcellsep 46.7\tabcellsep \tabcellsep 46.7\tabcellsep 80.0\\
\multicolumn{2}{l}{always or almost always}\tabcellsep 6\tabcellsep \tabcellsep 20.0\tabcellsep \tabcellsep 20.0\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 30\tabcellsep \tabcellsep 100.0\tabcellsep \tabcellsep 100.0\tabcellsep 2013\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Year\\
\tabcellsep \multicolumn{6}{l}{I prepare myself for presentations and discussions}\\
\tabcellsep \tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep \tabcellsep Valid Percent\tabcellsep Percent Cumulative\tabcellsep 47\\
Valid\tabcellsep Never\tabcellsep 3\tabcellsep \tabcellsep 10.0\tabcellsep \tabcellsep 10.0\tabcellsep 10.0\\
\multicolumn{2}{l}{usually not}\tabcellsep 4\tabcellsep \tabcellsep 13.3\tabcellsep \tabcellsep 13.3\tabcellsep 23.3\\
\multicolumn{2}{l}{Sometimes}\tabcellsep 5\tabcellsep \tabcellsep 16.7\tabcellsep \tabcellsep 16.7\tabcellsep 40.0\\
\multicolumn{2}{l}{Usually}\tabcellsep 10\tabcellsep \tabcellsep 33.3\tabcellsep \tabcellsep 33.3\tabcellsep 73.3\\
\multicolumn{2}{l}{always or almost always}\tabcellsep 8\tabcellsep \tabcellsep 26.7\tabcellsep \tabcellsep 26.7\tabcellsep 100.0\\
\tabcellsep Total\tabcellsep 30\tabcellsep \tabcellsep 100.0\tabcellsep \tabcellsep 100.0\\
\multicolumn{8}{l}{If I don't remember any English word, I use any other word or phrase having the}\\
\tabcellsep \tabcellsep \multicolumn{3}{l}{same meaning}\tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep D D D D ) G\\
Valid\tabcellsep Never\tabcellsep \multicolumn{2}{l}{Frequency 1}\tabcellsep \multicolumn{2}{l}{Percent 3.3}\tabcellsep Valid Percent 3.3\tabcellsep Cumulative Percent 3.3\tabcellsep Science (\\
\multicolumn{2}{l}{usually not sometimes Usually always or almost always}\tabcellsep 1 13 13 2\tabcellsep \tabcellsep 3.3 43.3 43.3 6.7\tabcellsep \tabcellsep 3.3 43.3 43.3 6.7\tabcellsep 6.7 50.0 93.3 100.0\tabcellsep Human Social\\
\tabcellsep Total\tabcellsep 30\tabcellsep \tabcellsep 100.0\tabcellsep \tabcellsep 100.0\tabcellsep Journal of\\
\tabcellsep \multicolumn{7}{l}{I do study discussions with my group mates in English Frequency Percent Valid Percent Cumulative Percent}\tabcellsep Global\\
Valid Never\tabcellsep \tabcellsep 2\tabcellsep 6.7\tabcellsep \tabcellsep 6.7\tabcellsep \tabcellsep 6.7\\
usually not\tabcellsep \tabcellsep 5\tabcellsep \multicolumn{2}{l}{16.7}\tabcellsep \multicolumn{2}{l}{16.7}\tabcellsep 23.3\\
Sometimes\tabcellsep \tabcellsep 12\tabcellsep \multicolumn{2}{l}{40.0}\tabcellsep \multicolumn{2}{l}{40.0}\tabcellsep 63.3\\
Usually\tabcellsep \tabcellsep 8\tabcellsep \multicolumn{2}{l}{26.7}\tabcellsep \multicolumn{2}{l}{26.7}\tabcellsep 90.0\\
\multicolumn{2}{l}{always or almost always}\tabcellsep 3\tabcellsep 10.0\tabcellsep \tabcellsep \multicolumn{2}{l}{10.0}\tabcellsep 100.0\\
Total\tabcellsep \tabcellsep 30\tabcellsep \multicolumn{2}{l}{100.0}\tabcellsep \multicolumn{2}{l}{100.0}\end{longtable} \par
  {\small\itshape [Note: © 2013 Global Journals Inc. (US)]} 
\caption{\label{tab_5}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.2812727272727273\textwidth}P{0.18545454545454543\textwidth}P{0.05254545454545455\textwidth}P{0.09581818181818182\textwidth}P{0.11436363636363636\textwidth}P{0.12054545454545454\textwidth}}
\tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\
Valid\tabcellsep Never\tabcellsep 3\tabcellsep 10.0\tabcellsep 10.0\tabcellsep 10.0\\
\tabcellsep usually not\tabcellsep 4\tabcellsep 13.3\tabcellsep 13.3\tabcellsep 23.3\\
\tabcellsep sometimes\tabcellsep 17\tabcellsep 56.7\tabcellsep 56.7\tabcellsep 80.0\\
\tabcellsep Usually\tabcellsep 4\tabcellsep 13.3\tabcellsep 13.3\tabcellsep 93.3\\
\tabcellsep always or almost always\tabcellsep 2\tabcellsep 6.7\tabcellsep 6.7\tabcellsep 100.0\\
Year 2013\tabcellsep Total\tabcellsep 30\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\
2 20 2 48\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Volume XIII Issue W D D D D\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
)\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
G\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
(\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Global Journal of Human Social Science\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_6}}\end{figure}
 			\footnote{© 2013 Global Journals Inc. (US)} 		 		\backmatter  			 
\subsection[{Dear All,}]{Dear All,}\par
We are the students of BS English, 6 th semester conducting a questionnaire to know the learning strategies used by the University students. 			 			  				\begin{bibitemlist}{1}
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\bibitem[Comparative Study of the Language Learning Strategies Used by the Students of Formal and Non]{b7}\label{b7} 	 		\textit{Comparative Study of the Language Learning Strategies Used by the Students of Formal and Non},  		 	 
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\bibitem[Oxford ()]{b15}\label{b15} 	 		\textit{Language Learning Motivation: Pathways to the new century},  		 			R L Oxford 		.  		1996a. Honolulu: University of Hawaii Press.  	 
\bibitem[Oxford ()]{b13}\label{b13} 	 		\textit{Language learning strategies around the world: Cross cultural perspectives},  		 			R L Oxford 		.  		1996b. Honolulu, Hawaii: University of Hawaii Press.  	 
\bibitem[Oxford ()]{b12}\label{b12} 	 		\textit{Language learning strategies: What teacher should know},  		 			R L Oxford 		.  		1990. Boston: Heinle \& Heinle.  	 
\bibitem[Nisbet and Shucksmith ()]{b10}\label{b10} 	 		\textit{Learning Strategies},  		 			J \& Nisbet 		,  		 			J Shucksmith 		.  		1986. London: Routledge.  	 
\bibitem[Malley and Chamot ()]{b8}\label{b8} 	 		\textit{Learning Strategies in Second Language Acquisition},  		 			J Malley 		,  		 			A U Chamot 		.  		1990. New York: Cambridge University Press.  	 
\bibitem[Gass and Selinker ()]{b0}\label{b0} 	 		‘Second Learning Strategies used by Pakistani ESL Students in University of Sargodha ©’.  		 			S M Gass 		,  		 			M Selinker 		.  	 	 		\textit{Global Journals Inc}  		2008. 2013. US.  	 
\bibitem[Naiman et al. ()]{b9}\label{b9} 	 		\textit{The Good Language Learner},  		 			N Naiman 		,  		 			M Frohlich 		,  		 			H H Stern 		,  		 			A Todesco 		.  		1978. Toronto, OISE.  	 
\bibitem[Oxford and Nyikos ()]{b11}\label{b11} 	 		‘Variables Affecting Choice of Language Learning Strategies by University Students’.  		 			R \& Oxford 		,  		 			M Nyikos 		.  		 \url{http://www.jstor.org/stable/327003}  	 	 		\textit{The Modern Language Journal}  		1989. Blackwell Publishing. 73.  	 
\bibitem[Volume XIII Issue IV Version I]{b14}\label{b14} 	 		\textit{Volume XIII Issue IV Version I},  		 	 
\bibitem[Koch ()]{b4}\label{b4} 	 		\textit{What are Language Learning Strategies and how can they contribute to a better learning? Seminar Paper},  		 			A Koch 		.  		2005. Germany: Grin Verlag.  	 
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\end{document}
