Iranian EFL learners' pattern of language learning strategy use (original) (raw)
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Language Learning Strategy Preferences of Iranian EFL Students
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The current study was carried out with the intention of investigating the most preferred strategy used by EFL students in Iran. The instrument utilized in this study was Strategy Inventory for Language Learning (SILL) to assess the learners' strategy use frequency in language learning. The findings revealed that,in terms of overall strategy use, Iranian EFL learners are, in general, moderate strategy users. The results showed that Iranian EFL learners preferred to use metacognitive as the most frequently used language learning strategy and memory as the least frequently one.
An Investigation into Iranian EFL Learners ’ Use of Language Learning Strategies
Research has shown that the use of effective language learning strategies is a major characteristic of successful language learners. However, the successfulness of strategy-use is often dependent on various factors. The purpose of this study was to investigate language learning strategies used by Iranian EFL students of different age and gender at Shiraz University. The study examined students’ strategy use in relation to factors such as gender and age. The participants of the quantitative phase of the study comprised 93 undergraduate university students who enrolled in the English Literature program in Iran; 30 students from the same group were randomly selected for the interviews. Quantitative data were analyzed using the Multivariate Analysis of Variance to determine any significant difference in strategy use among students. Moreover, qualitative data were analyzed through the NVIVO and the three coding procedures of open-coding, axial-coding and selective-coding. The results of ...
Theory and Practice in Language Studies, 2012
The present study was carried out to investigate whether there is any relationship between the language learners' general language proficiency level and language learning strategies at elementary and intermediate level in Iran. The research tried to find out how learners' proficiency level influences language learning strategies employed by learners. In addition the study seeks to identify the most and the least used strategies by the above mentioned learners. Steps on measuring this factor are discussed in the research. Participants are adult language learners, about 100 Iranian men and women aged 13-48 who completed questionnaires provided by the researcher. These learners were in two different general learning levels (elementary and intermediate) of English language learning and their age and education are varied. According to the results of the SILL, the findings indicate that the use of cognitive strategies had the strongest relation to English proficiency and higher proficiency EFL students use cognitive, metacognitive and social strategies more often than students with lower proficiency level proficiency. In contrast, there is no significant difference in the use of memory strategies between higher and lower proficiency EFL students. In addition, both higher and lower proficiency EFL students use compensation strategies more often than other strategies.
The present study investigated the relationship between Iranian EFL learners' beliefs about language learning and language learning strategy use. A sample of 104 B.A and M.A Iranian EFL learners majoring in English participated in this study. Three instruments, the Michigan Test of English Language Proficiency (MTELP), Beliefs about Language Learning Inventory (BALLI), and the Strategy Inventory for Language Learning (SILL) were used for data collection. Multiple Regression analysis showed that meta-cognitive strategies were significant predictors of "foreign language aptitude", "nature of foreign language learning", "learning and communication strategies", and "motivation and expectation". Affective strategies also turned out to be predictors of "the nature of foreign language". Another finding was that cognitive strategies were negative predictors of "learning and communication strategies". The findings of the present study may have significant theoretical and pedagogical implications for learners and teachers.
Iranian EFL and Malaysian ESL University Students’ Use of Language Learning Strategies
Vision: Journal for Language and Foreign Language Learning
In recent years, more active roles have been allocated to language learners. Empowering students can help them function more autonomously and their ability to make appropriate use of language learner strategies (LLSs) predisposes them to achieve their academic goals. The participants of the present study were male and female undergraduate university students from two different countries. A multivariate analysis of variance was conducted to compare the use of the six strategy categories of memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies together with direct strategies, indirect strategies and overall use of language learning strategies among Iranian EFL and Malaysian ESL university students. It was illuminated that social context influenced selected students’ use of social strategies. Classroom observations helped the researchers to find out about frequency of use of language learning strategies. M...
Language Learning Strategies: A Contrastive Study of Iranian EFL Learners' and Teachers' perceptions
The concept of language learning strategies has become quite familiar to most professionals. Although issues related to learner variables have received considerable attention over the years, issues related to teachers have not been researched as thoroughly. This study aimed to investigate the point of intersection of teachers' and learners' perceptions regarding language learning strategies. Using 'English Language Learning Strategy Inventory' (ELLSI), developed by , this study examined reported frequency of strategy use by Iranian male and female learners and teacher perceptions regarding the importance of strategy use. In addition to clear differences between male and female learners' perceptions, the contrastive study findings suggested interesting differences between the perceptions of learners and teachers on strategy use. While both sides agreed in general on the virtues of language learning strategies, there were interesting differences in the perceptions of learners and teachers on the prominence of some strategies in their experiences on language learning and teaching. These differences may indicate potential problem areas in the process of foreign language learning and teaching which could usefully be given attention on teacher support programmes and students consciousness-raising activities.
Canadian Journal of Applied Linguistics, 2008
As part of a larger study (Rahimi, 2004), this study investigates the use of language learning strategies by post-secondary level Persian EFL learners. Particular attention is paid to the variables affecting learners' choice of strategies, and the relationship, if any, between these variables and learners' patterns of strategy use. Data were gathered from 196 low-, mid-and highproficiency learners using such instruments as the Strategy Inventory for Language Learning (SILL; Oxford, 1990), and two questionnaires of attitude and motivation (adapted from Laine, 1988) and learning style (Soloman and Felder, 2001). The results of the study point to proficiency level and motivation as major predictors of the use of language learning strategies among this group of learners. Gender, on the other hand, is not found to have any effect while years of language study appear to negatively predict strategy use. The difference between learners' use of the SILL's six major strategy categories is found to be significant and indicates learners' preference for metacognitive strategies. Cette étude, qui s'inscrit dans le cadre d'une étude plus vaste (Rahimi, 2004), porte sur l'usage de stratégies d'apprentissage des langues par des étudiants de niveau post-secondaire de langue persane apprenant l'anglais comme langue étrangère. En particulier, on étudie chez ces apprenants les variables affectant le choix de stratégies et la relation possible entre de telles variables et les patrons d'utilisation de stratégies d'apprentissage. Les données de l'étude ont été recueillies auprès de 196 étudiants de compétence faible, moyenne et élevée, à l'aide du SILL (Oxford, 1990)-Strategy Inventory for Language Learning-et de deux questionnaires, l'un portant sur les attitudes et la motivation (adapté du questionnaire de Laine, 1988), et l'autre sur les styles d'apprentissage (Soloman et Felder, 2001). Les résultats de l'étude révèlent
Pattern of Strategy Use among Iranian EFL Students
This article reports the results of an investigation into Iranian EFL learners' perceived use of language learning strategies (LLSs) overall, the six strategy categories (memory, cognitive, compensation, metacognitive, affective, and social) as well as the 50 individual strategies appearing in Oxford's (1990) Strategy Inventory for Language Learning (SILL). Participants were 220 female and male English major university students who filled out the SILL. Results of the study showed that Iranian EFL learners were "medium" strategy users overall while with regard to strategy categories they used metacognitive strategies with a high frequency; cognitive, compensation, and affective strategies with a medium frequency, and memory and social strategies with a low frequency. With respect to individual strategies, two strategies-items 38 (metacognitive) and 42 (affective)-were used with the highest frequency and significantly different from a large number of other strategies; whereas items 6 (memory), 14 (cognitive), 19 (cognitive), 43 (affective), and 48 (social) were the least frequently used strategies and significantly different from a large number of other strategies.
Language Learning Strategy Preferences of Asian EFL Learners
English Language Teaching, 2016
Responding to the controversies in the results of past studies concerning the effect of nationality/ethnicity on using language learning strategies, this study adopts Oxford's (1990) strategy inventory for language learning (SILL) to report Iranian male college level EFL learners' pattern of strategy use and compare it with other Asian EFL learners' strategy use pattern. This comparison might hopefully enhance scholars' understanding about the role of nationality/ethnicity in learners' choice and use of strategies and would also add to the literature in the field. As such, the results of the study revealed that the Iranian participants are medium strategy users (M = 3.31) and resembled many other Asian background EFL learners. Descriptive statistics, multivariate analysis of the variances (MANOVA) and follow-up post-hoc comparison tests used in this investigation showed that the participants perceived using metacognitive (M = 3.79) and social (M = 3.82) categories of strategies at a high level and significantly (p < .05) higher than other categories of the SILL. Memory (M = 2.89) and affective (M = 2.75) categories of strategies turned out to be least favored by them and were less significantly (p < .05) used than other categories listed in SILL. The results of individual strategy item analysis were in conformity with the above results. Based on the noticeable similarities discovered in the strategy use pattern of Asian EFL learners, the author suggested some guidelines for teachers and policy makers working in Asian EFL context.
This study aimed at collecting data from a group of 203 Iranian undergraduate learners of English concerning their beliefs about language learning through Horwitz's (1987) "Beliefs About Language Learning Inventory", concerning their language learning strategy use through Oxford's (1990) "Strategy Inventory for Language Learning" and concerning their general language proficiency through "Michigan English Language Assessment Battery". Some open-ended questions were added to the both questionnaires. Data analyses indicated that EFL learners with more positive and reasonable beliefs, generally, use the strategies more and also have higher level language proficiency. Besides, some findings were reported as the result of doing factor analyses on the both questionnaires.