【正文】 le (5) presents the items that constitute each strategy in addition to frequency of usage and mean of every single item in descending order. The table shows that most of the items with the highest mean are Metacognitive Strategy items. For example: items number 33 (I try to find out how to be a better learner of English), 38 (I think about my progress in learning English), 32 (I pay attention when someone is speaking English) and 30 (I try to find as many ways as I can to use my English). [7]Table 5 Strategy preference of the items by their means and frequency of usageRankItem no.Strategy*Mean Others and Metacognitive in favor of Metacognitive strategies Table 4 Sidak results for multiple parisonsStrategyMEMCOGCOMMETAFFSOCOTHMEM Cognitive and Metacognitive in favor of Metacognitive strategies s SILL. Table (2) presents rank ordering of the strategies according to their frequency of usage. The means and percentages of table 2 show that Metacognitive strategies have the highest mean () which indicates a high use of Metacognitive strategies followed by Affective, Others, Social, Cognitive and Memory, while Compensation strategies ranked the lowest mean (). We also notice that one of the seven strategies groups (Metacognitive) falls in the high range, while the other 6 strategy groups fall in the medium range. In order to determine the differences at (p = ) among all strategies, Wilks Lambda Test was used, Table (3). [6]The results of Table (3) using Wilks lambda Test showed that there were significant differences at (p = ) among all strategies.Table 2 Means and percentages of strategy groupsStrategies Mean%DegreeRankMetacognitiveHigh1AffectiveMedium2Others67Medium3Social65Medium4CognitiveMedium5Memory64Medium6Compensation63Medium7Total scoreMedium 4. Metacognitive strategies (MET)。 regular English classes in the first semester, 2000. The researcher got back 99 questionnaires and their responses were analyzed. The subjects were informed that their participation was entirely voluntary. The subjects did not give their names。 3= I sometimes do this。 Social strategies (6 items) are used for facilitating interaction by asking questions, and cooperating with others in the learning process, (eg. Asking for classification, cooperating with others and developing cultural understanding). In addition to the strategy items on the SILL, the researcher consulted English teachers at the English Department at AnNajah National University on strategies used by their students whether consciously or unconsciously. The researcher39。 Compensation strategies (6 items) include such strategies as guessing and using gestures. Such strategies are needed to fill any gaps in the knowledge of the language. (., switching to the mother tongue, using other clues, getting help and using a synonym). On the other hand, indirect strategies are divided into Metacognitive, Affective and Social:t do any modifications on the items of the SILL. The version of the SILL used in this study is a 50 item instrument that is grouped into two main groups, direct strategies and indirect strategies, which are further subdivides into 6 groups. Oxford39。s requirements in English Language and Literature. The majority of the subjects (47) were seniors, (27) were juniors and (25) were sophomores. [3]The students were also asked to report on their actual progress in English by providing their university cumulative average of the English courses they have taken up to the point of pleting the questionnaire. The averages were classified as follows:80%89%= very good, 70%79%=good, taking into consideration that the passing average is 60%. There were no averages over 90% or below 70%. As a measure to language self efficacy or students39。 Burry Stock, 1995), learning styles (Sheorey, 1998。 Noguchi, 1991。 O39。Malley et al. (1985), Oxford, (1990a), Cohen et al. (1996), and many others studied strategies used by language learners during the process of foreign language learning.From the research to date, it is evident that all language learners use language learning strategies of some kind。 strategy use due to gender and proficiency.BackgroundIn most of the research on language learning strategies, the primary concern has been on identifying what good language learners do to learn a second or foreign language. Like general learning strategies, English language learning strategies include those techniques that learners use to remember what they have learnt their storage and retrieval of new information (Rubin, 1987, p. 19). LLSs also include receptive strategies which deal with receiving the message and productive strategies which relate to munication (Brown, 1994。 and O39。Language Learning Strategy Use In PalestineAbstractThis study reports on the current English language learning strategies used by Arabicspeaking Englishmajors enrolled at AnNajah National University in Palestine. The subjects of the study were (99) male and female students still studying for their . degree. The study also investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students39。 Cohen (1987)。s Strategy Inventory for Language Learning (SILL) was used (Oxford, 1990a).This paper then aims at identifying the English language learning strategies that are most frequently used by AnNajah University English majors. It is also hoped that this study will contribute to the varied literature on the significant differences of learners39。Malley et al (1985a, pp. 582584) categorized strategies into metacognitive, cognitive and socioaffective. They found that most importance was g