How High-Achieving Libyan EFL Learners Crack the Code to Language Mastery
In a previous post, I suggested an alternative to cramming vocabulary lists or treating grammar like a mathematical formula. Instead, students can familiarize themselves with the game-changing approach: Metacognitive Learning Strategies—the secret weapon of effective language learners.
I discussed how setting SMART learning objectives and building habit-forming study techniques (inspired by James Clear’s Atomic Habits, 2018) can transform students' English learning experience. But here’s the thing—while strategies like habit stacking and self-reflection are great, not all learners approach language acquisition the same way.
So, what exactly separates high-achieving English learners from the rest? And how do they apply these strategies in real life? That’s where my latest research comes in.
The Research: Unlocking the Learning Strategies of Libya’s Top EFL Students
In Libya, learning English is an uphill battle. It’s not spoken in daily life, and most students only interact with it in classroom settings. Without natural exposure to the language, success depends entirely on how strategically students approach their learning.
For my study, I examined the language learning strategies (LLS) used by high-achieving Libyan university students—those scoring 80% or higher in their English studies. Using Oxford’s Strategy Inventory for Language Learning (SILL) (1990), I analyzed which strategies these students relied on most. Below the strategies are presented in the order most commonly used by the sampled learners to the least used.
What the Research Found: Strategy Matters More Than Talent
As expected, the best learners weren’t necessarily the smartest—they were the most strategic.
Picture source: https://sisaljournal.org/archives/vol13/mar22/redmer/
1. Metacognitive Strategies Were the MVP
Just like we discussed in the last post, self-awareness and planning are key. High achievers weren’t just passively absorbing information—they actively monitored their progress, identified their weak points, and adjusted their learning techniques accordingly.
This aligns with research by Cohen (1998), who found that experienced learners use metacognitive strategies to maximize their efficiency. Similarly, Habók & Magyar (2018) noted that top-performing students across different contexts tend to be strategic planners, ensuring they get the most out of their study sessions.
Other strategies that can come in handy combined with meta-cognitive strategies;
2. Compensation Strategies: The Art of Improvisation
Ever been in a conversation where you forgot a word but managed to explain your idea anyway? That’s a compensation strategy in action. High-achieving Libyan students frequently used strategies like:
✅ Guessing words from context
✅ Using synonyms or paraphrasing when stuck
✅ Relying on gestures and facial expressions
This is a survival skill in EFL settings where students have limited access to native speakers. Research by Riazi & Rahimi (2005) found that learners who frequently use compensation strategies tend to develop better speaking skills over time.
3. Cognitive Strategies: Thinking Like a Native Speaker
These learners weren’t just memorizing words—they were engaging with the language in creative ways:
✅ Practicing pronunciation
✅ Reading for pleasure
✅ Using new words in multiple contexts
✅ Watching English-language media
This matches findings from Bessai (2018), who noted that Algerian university students who actively engaged with English beyond the classroom showed higher levels of fluency and retention.
4. The Surprise: Social Strategies Were Underutilized
Interestingly, social strategies—like practicing with peers, asking for help, or joining study groups—were the least used. This is a stark contrast to findings in Japanese EFL learners, who rely heavily on collaborative learning (Noguchi, 1991).
Why the difference? Cultural and educational norms matter. In Libya, classrooms are teacher-centered, and students are often expected to learn passively. Unlike in interactive learning environments, Libyan students don’t always get the chance to practice English in group settings, which may explain the lower reliance on social strategies.
What This Means for You: How to Study Smarter, Not Harder
If you’re learning English (or any language), your strategy is your superpower. The most successful learners in my study weren’t gifted—they were intentional. Here’s how you can apply their strategies:
✅ Track Your Learning – Keep a journal of what works for you and make adjustments.
✅ Get Creative – Don’t just memorize—read, watch, and speak English in different ways.
✅ Embrace Mistakes – Use compensation strategies to keep conversations going, even when you forget words.
✅ Self-Monitor – Reflect on your progress regularly. Are you improving? What needs adjusting?
✅ Create Opportunities – Even if social strategies aren’t widely used in your environment, find a way! Join online language groups, attend conversation clubs, or practice with friends.
The Takeaway: Strategy Beats Struggle
At the end of the day, mastering English isn’t about IQ—it’s about using the right tools. My research confirms what we explored in the last post: metacognitive strategies make all the difference. If you can train yourself to think strategically, you won’t just learn English—you’ll learn how to learn.
Your next step? Identify which strategies you already use and which ones you need to work on. And remember: learning a language is not about perfection—it’s about progress.
So, tell me—what’s one strategy you’re going to try this week? Drop a comment below!
References
Cohen, A. D. (1998). Strategies in learning and using a second language. Longman.
Habók, A., & Magyar, A. (2018). Language learning strategies of Hungarian learners of English. International Journal of Applied Linguistics and English Literature, 7(4), 45-51.
Noguchi, J. (1991). Language learning strategies of Japanese EFL learners. System, 19(4), 363-374.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle Publishers.
Riazi, A. M., & Rahimi, A. (2005). The impact of language learning strategies on proficiency. Language Teaching Research, 9(3), 301-328.
Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1), 41-51.
Tretter, T. R., & Ardasheva, Y. (2013). Language learning strategy research: Where do we go from here? TESL-EJ, 17(4), 1-12.
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