<![CDATA[This study aimed to identify the learning strategies utilized by students in the English Department of UIN Ar-Raniry during the listening section of paper-based TOEFL tests, determine the predominant learning strategy among these students, and explore the differences in the strategies employed by those who achieved the highest and lowest scores in the listening section of the tests. The study's population comprised 224 students from the English Department of the Faculty of Education and Teacher Training of UIN Ar-Raniry who had completed paper-based TOEFL tests. The purposive sampling technique was employed to select the sample of forty students with the highest and lowest scores in the listening section of paper-based TOEFL tests for this study. The research methods employed included document analysis, questionnaires, and interviews. The questionnaire items in this study were adapted from SILL (The Strategy Inventory for Language Learning) developed by Oxford. The study's findings indicate that students utilize diverse learning strategies throughout the listening section of the TOEFL test. The strategies encompass memory-based direct strategies, cognitive direct strategies, compensation-based direct strategies, metacognitive indirect strategies, affective indirect strategies, and social indirect strategies. They implement these strategies proficiently. The predominant learning strategies employed by the majority are "organizing and evaluating your learning," categorized under metacognitive indirect strategies. They utilize these strategies to a moderate extent. Simultaneously, the majority of students with the lowest scores employed a variety of learning strategies, particularly social strategies, and demonstrated high levels of proficiency in these strategies.]]>
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