EXPLORING THE ROLE OF ENGLISH AS A FOREIGN LANGUAGE RECEPTIVE SKILLS AND LEARNING STRATEGY USAGE IN THE ABILITY TO ACQUIRE AND APPLY KNOWLEDGE AT THE BEGINNING OF HIGHER EDUCATION

Abstract

This study investigates the intricate relationship between English as a Foreign Language (EFL) receptive skills, learning strategy usage, and the acquisition and application of knowledge among students at the outset of higher education. The importance of EFL proficiency in higher education settings, particularly for non-native English speakers, cannot be overstated, as it forms the foundation for understanding lectures, academic texts, and engaging in scholarly discourse. Through a comprehensive review of literature, this research synthesizes existing knowledge and identifies gaps in understanding the impact of EFL receptive skills and learning strategies on academic performance. Methodologically, the study employs a mixed-methods approach, incorporating surveys, interviews, and observations to gather data from participants. Findings reveal significant correlations between proficiency in EFL receptive skills, effective learning strategy usage, and the ability to both acquire and apply knowledge in academic contexts. Implications of these findings for language teaching and learning practices in higher education are discussed, highlighting the need for tailored instructional approaches that promote the development of both receptive skills and strategic competence. This research contributes to a deeper understanding of the complex interplay between language proficiency, learning strategies, and academic success, offering insights for educators, policymakers, and researchers alike.