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English has become the language of science and technology, trade, instruction, politics, and tourism. A person who knows this language may have the opportunity for many jobs. Thus, it is crucial to motivate students to acquire this language in a suitable manner. This study aimed to investigate the strategies for learning English as a foreign language and learning grammar in particular. The aim was to update and adopt new strategies for learning English as a foreign language. The current study attempted at finding out why some Kurdish students make grammatical mistakes and errors despite the fact that they study English for a reasonable number of years. It investigated the perceptions of Kurdish learners of English as a foreign language in using grammar learning strategies with the variables of: gender, proficiency level, in public and private universities. It was conducted at three universities: Dohuk, Newroz, and Jihan. The population covered about 125 teachers and learners. This study used a mixed method: it utilized questionnaire and interviews as instruments and two different levels of proficiency were chosen: second- and fourth-year learners. The questionnaire included 100 learners of English as a foreign language. The interviews included 25 teachers and learners of English from public and private universities in Duhok city. The data analysis revealed that Kurdish English language learners use a number of strategies in learning and also in using grammatical structures. However, Kurdish English foreign language learners believed that strategies of grammar learning are important in the process of language learning. The findings showed differences in learning strategies between proficiency-levels, but no significant difference in terms of gender. The study ended up that grammar learning strategies have a significant effect in the spoken and written performance of learner.
Abdulla et al. (Sun,) studied this question.