Abstract

This study was conducted to examine language learning strategies employed by the high ability students in a rural secondary school. Memory and cognitive strategies employed by the high ability students were the main focus in this study. A survey design was used and data was collected using Oxford’s questionnaires. Findings reveal that the high ability students use cognitive strategies more frequently than the memory strategies. One memory strategy is shown to have been employed most frequently by the high ability students. Teachers are therefore recommended to teach them how to use the less frequently chosen strategies and the strategies used by successful language learners.

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