Language Learning Strategy Use and Prediction of Foreign Language Proficiency Among Iranian EFL Learners مقالة

مؤلف: Jafarpour Boroujeni، Aliakbar ؛ Roohani، Ali ؛ Sharifi، Mohammad ؛

Journal of Research in Applied Linguistics Winter and Spring 2014, volume 5 - Issue 1 التصنيف العلمية - البحثية (Ministry of Science/ISC (‎18 صفحة - من 44 إلی 61 )

الکلمات المفتاحية: Language Learning Strategy Use Prediction of FL Proficiency Learning Styles EFL Iran

خلاصة:

The purpose of this study was twofold. Firstly, it attempted to investigate whether language learning strategies (LLSs) can predict foreign language (FL) proficiency. Secondly, it examined what kind of LLSs Iranian learners of English use more frequently in FL institutes. To do so, 112 intermediate Iranian EFL learners participated in the study. Oxford’s Strategy Inventory for Language Learning (1990; SILL) was used to collect the data on the participants’ strategy use. Additionally, the participants’ scores on an achievement test were used as a measure of their language proficiency. Data were subjected to descriptive and inferential statistics. Results showed that FL proficiency is predictable through LLSs. Metacognitive strategies with the largest beta coefficient (0.302) made the strongest contribution to predicting FL proficiency. Furthermore, results indicated that the participants were medium strategy users (M = 3.17) and used metacognitive strategies significantly more (M = 3.80) than other categories.

ملخص الجهاز:

Language Learning Strategy Use and Prediction of Foreign Language Proficiency Among Iranian EFL Learners Aliakbar Jafarpour Boroujeni¹, Ali Roohani², &amp; Mohammad Sharifi² ¹Corresponding author, Shahrekord University, aliakbar_jafarpour@yahoo. g. , Green &amp; Oxford, 1995) have indicated different results about the role of FL proficiency in the use of LLSs. In some studies (e. 1. 1 Learning styles Learning styles are considered as crucial factors affecting LLSs. Language learners always employ learning strategies which reflect their learning styles (Oxford &amp; Nyikos, 1989). The researcher investigated the relationship between learning styles and strategy use among learners with different language proficiency levels. In another study, Fazeli (2012) investigated the relationship between the use of metacognitive English LLSs among EFL learners based on personality traits, and the role of personality traits in the prediction of the use of such strategies. The analysis showed that the use of cognitive strategies was the only predictor that distinguished students with high GPAs and those with low GPAs. Fewell (2010) conducted a study to determine the patterns of LLS use among two groups of learners by using a Japanese version of the Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990), an English proficiency test, and a brief background questionnaire. This finding is supported by the results of previous research studies on both EFL and ESL language learners (Griffiths, 2003; Hong-Nam &amp; Leavell, 2006; Magogwe &amp; Oliver, 2007; Oxford, 1990; Soleimani, 2008; Zare, 2010).

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