Gezehagn, Girma (PhD)Teshome, Dereje2022-05-112023-12-052022-05-112023-12-052009-06http://etd.aau.edu.et/handle/123456789/31611This study was undertaken with the objectives to see whether there were EFL learning strategy use and preference differences between the high and low achieving students coupled with identifying the extent of the differences. It also aimed at exploring the relationship between achievement and EFL learning strategy uses. To this end, a total sample of ninety students (40 from high and 50 from low achieving) students were selected using random sampling method. A slightly modified Oxford's Strategy Inventory for Language Learning (SILL) version 7.0 for ESL/ EJ<'L with 45 items and interviews were used to collected data from the two sample groups. The data gathered through the self-report questionnaire were then analyzed using Statistical Package for Social Sciences (SPSS) ve rsion-15. The average points of the ratings by the high and low achievers for each item were first computed and discussed in comparison. The means of the two groups for each SILL category were also further subjected to s tatistical independent t-test to determine the significance of the differences. The data obtained through the interviews were used for cross-checking and discussed qualitatively. Pearson product moment correlations were also computed to see the relationship between achievements and EFL learning strategy uses of the two groups. The Results generally revealed considerable differences between the high and low achieving students in using EFL learning strategies making the high achieving students more often users of the EFL learning strategies, with more varieties, and more appropriately than the low achieving students. In addition, it was found out that there was a strong relationship between achievement and EFL learning strategy uses. The findings in general lead to the conclusion that EFL learning strategies play a significant role in enhancing success in learning English as a foreign language. In addition, it can also be concluded that the frequency and type of--EEL-1earning_strateg_ie_JLus~d siga-ificantly influence success in EFL learning; the more frequently with yet more varieties the strategies are used, the more successful to be in EFL learning. Finally, it is recommended that EFL teachers should provide trainings on developing the skills of how to learn (LLS), which are most important to be successful in EFL learning, as part of the activities to support the low achieving students. S yllabus designers and text book writers are also advised to include EFL learning s trategies with sufficient variety and appropriate frequency in the students' learning materials so as to he lp them be successful in their EFL learning.enAn Exploration of EFL Learning Strategy UseThesis