Abstract:
This study investigated the relationship between language learning aptitude (LLA) and the use of language learning strategies (LLSs) among a cohort of Iranian EFL students at Urmia University, Iran. The adapted versions of the Modern Language Aptitude Test (MLAT; Carrol & Sapon, 1983) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) were distributed among the participants (i.e., 6 males and 32 females). A strong positive relationship was found between aptitude and the use of all the categories of LLSs. Pearson product-moment correlation also indicated a strong positive relationship among components/categories within MLAT and SILL. Furthermore,the application of t test showed no significant differences between the males and females on their overall LLA test scores, but a one-way ANOVA indicated significant differences between the two genders regarding the cognitive and metacognitive strategies in favor of the males. One-way ANOVA also revealed significant differences between high versus low-aptitude students on LLSs use in favor of the former group.
Machine summary:
ir Received: 09/04/2014 Accepted: 30/10/2014 Abstract This study investigated the relationship between language learning aptitude (LLA) and the use of language learning strategies (LLSs) among a cohort of Iranian EFL students at Urmia University, Iran.
There seems to be certain factors that determine the choice and use of LLSs. Previous experience, gender, affective/cognitive styles, or linguistic backgrounds/social settings, and language learning aptitude (LLA) are some of the variables responsible for differential learning among EFL students (Ellis, 1997; Harley & Hart, 2000; Skehan, 1989).
Studies have shown significant gender differences between language learners whereby females have demonstrated to use more and a wider range of strategies than males (Ehrman & Oxford, 1989; Zare, 2010).
Researchers like Abraham and Vann (1987) and Wenden (1998) have discovered connections between learners’ metacognitive knowledge or beliefs about language learning and their choice of LLSs. Wen and Johnson’s (1997) study on L2 variables and their relationship to English achievement found the strong and consistent effect of belief variables on strategy variables.
Data Analysis Using the Statistical Package for Social Sciences (Version 17), the whole analysis procedure was divided into two main parts: (a) Four series of Pearson product-moment correlations in order to find the relationships between total aptitude scores and total strategy use, between total aptitude and categories of strategies, between total strategy use and components of MLAT, and among the component parts of the aptitude and the specific types of strategies; (b) two series of t tests and ANOVAs in order to show how the groups (males and females versus low and high- aptitude) differed from each other in LLA and LLSs use.