Language Learning Strategy Preferences of Iranian EFL Students (original) (raw)
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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.
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.
A Study of Language Learning Strategy Use among Indonesian EFL University Students
Register Journal
This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of ov...
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 ...
ELP (Journal of English Language Pedagogy), 2020
The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their...
Language Learning Strategy Use among Iranian Engineering EFL Learners
The present study aimed at understanding the language learning strategy use of Iranian EFL learners' about learning a foreign language. The main purpose of the study was to understand if there was any relationship between proficiency level, gender and extra education in language institutes and strategy use. To achieve this end, 369 engineering students were selected based on random sampling in Azad University of Tabriz, Iran. Data were collected using two questionnaires: a demographical questionnaire and the Strategy Inventory for Language Learning (SILL). ANOVA, LSD & t-test were used for analyzing the data. The results of the study indicated highest mean average of metacognitive (M=3.57), followed by social (M=3.27), cognitive (M=3.12), compensation (M=3.07), memory (M=2.89) and affective (M=2.84) strategies. Furthermore, the results indicated a significant difference among learners' strategy use, proficiency level and extra education in language institutes. Nevertheless, no significant difference was found between learners' strategy use and gender. The study ended with some pedagogical implications.
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.
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.