Language Learning Strategies: A Contrastive Study of Iranian EFL Learners' and Teachers' perceptions (original) (raw)
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Language learning strategies: students' and teachers' perceptions
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 an original questionnaire developed in a classroom situation and based on student input, this study examined reported frequency of strategy use by international students and teacher perceptions regarding the importance of strategy use. Although students' and teachers' perceptions were not perfectly matched, results indicated that teachers regard strategy use as highly important, and there was a high level of accord (71 per cent) between strategies which students reported using highly frequently and those which teachers reported regarding as highly important, an encouraging finding somewhat at variance with the results of some previous studies. Implications of these results for the teaching/learning situation are discussed.
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 ...
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.
Language Learning Strategy Preferences of Iranian EFL Students
ipedr.net
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.
A Study on the Effectiveness of Learning Strategies in English
Indian Journal of Language and Linguistics
This article is concerned with ''learning strategies of English in English Foreign Language setting in Iran. The role of language strategy is to reach or complete a language learning process or language teaching process in target language. It is worth mentioning strategies of learning can be considered as the important factor in learning and teaching target language in order to help determine how language learners learn their target language in EFL or ESL settings. Subjects for this research project were eighty EFL students in the age range of 18 to 24 at under-graduate level in Bushehr Persian Gulf University. The two types of questionnaires were designed to reach the purpose of this study: the first test included age, gender, language attitude and subjects etc. and a learning strategies questionnaire has included a twenty-nine-test adapted from the original willing (1994) survey. However, the Effectiveness of Learning Strategies was revealed in this study.
Global Journal of Foreign Language Teaching, 2020
Language learning strategies (LLS) refer to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. Considering the importance of LLS, insufficient studies have been carried out on understanding both teachers and learners’ opinions towards using LLS in Iranian educational context. Therefore, in this project, Iranian English as a foreign language (EFL) teachers and learners’ opinions towards using LLS have been investigated. To fulfill this objective, 20 teachers and 20 learners filled out a questionnaire. After gathering the data and analyzing them, the findings revealed that the Iranian EFL Teachers and learners’ opinions towards using LLS was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences. The results of this pape...
On Iranian EFL Teachers’ Language Learning Strategies, Teaching Strategies, and Qualifications
Journal of English language Studies, 2010
Different factors determine language teachers’ degree of success in their teaching practices. Among these factors, teachers’ own learning experience can play a pivotal role since it affects teachers’ attitudes toward aspects of the knowledge they are to teach. Educators and researchers may have paid less attention to an indispensable component of teachers’ learning experience: learning strategies, which is the focus of this study. This research aimed at finding out whether Iranian EFL teachers use their own learning strategies to teach English. Furthermore, the study investigated whether teachers’ qualifications had any significant effect on the ir use of language learning strategies and teaching strategies. The data was obtained from two questionnaires, the Strategy Inventory for Language Learning (SILL) and the Strategy Inventory for Language Teaching (SILT). The findings suggested that there was a significant relationship between the teachers’ learning and teaching strategies and...
Promotion of language learning strategies in the classroom: EFL teachers’ perceptions
The Language Learning Journal, 2018
The present paper aims to shed some light on those EFL teachers' language learning strategy instructional practices which facilitate their learners' identification and selection of L2 learning strategies (LLS). To investigate the LLS which teachers promoted in mainstream and Muslim minority schools in Greece, we used data elicited through a 47 item specifically-designed questionnaire. Results showed the categories of strategies that are more or less frequently promoted by the research population. Differences in LLS promotion were identified between mainstream and minority school teachers; age and teaching experience influenced the promotion of certain strategy categories (i.e. metacognitive and compensation, respectively) but no differences were found between primary and secondary school teachers or between postgraduate qualification holders and non-holders.
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.