This research explores the strategies employed by Islamic boarding school students
in learning English as a foreign language and examines the factors that influence
their choice of these strategies. The study focuses on identifying various learning
strategies, such as memory, cognitive, compensation, metacognitive, affective, and
social strategies, that students use to acquire English. The findings reveal that
students frequently use memory strategies like associating new words with mental
images and grouping vocabulary by topic. Cognitive strategies such as practicing,
analyzing, and summarizing are also common, as well as compensation strategies
like guessing from context and using gestures to overcome knowledge gaps.
Metacognitive strategies, including planning and evaluating learning progress, play
a crucial role, as do affective strategies that help regulate emotions and motivation.
Additionally, social strategies like interacting with peers during English activities
contribute to language learning. Internal factors such as motivation and self
confidence, along with external factors like the learning environment, family
support, and access to resources, significantly affect the choice of strategies. This
research provides valuable insights into the language learning processes of Islamic
boarding school students and the factors influencing their strategies.

Keywords: Islamic boarding school, Language learning strategies, English as a
foreign language, Memory strategies, Motivation.