Language learning strategies and learning engagement as predictors of language learning achievement: an investigation of Saudi EFL learners

Purpose Grounded in second-language acquisition (SLA) field, with a particular focus on the positive psychology (PP) theoretical perspective, this study examined potential interplay between learning engagement (LE) and language strategies (LLSs), their impact achievement of Saudi English as foreign (EFL) learners. Design/methodology/approach This quantitative adopted cross-sectional design using an online questionnaire distributed to 168 EFL college-level students Arabia. Various statistical analyses (descriptive analyses, correlations simple linear regression) were used. Findings The findings revealed that most frequently LLSs used metacognitive, followed by compensation, cognitive, affective, social memory strategies. High levels behavioral, emotional agentic, reported. There was significant correlation LLS LE. use LE predictors achievement. Originality/value contribute domain second (L2) educational research SLA field emphasizing importance researching psychological factors such relation individual learners' styles enhance A number pedagogical implications for policymakers, stakeholders teachers provided.