چکیده:
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.
خلاصه ماشینی:
Kalilzadeh 2</H3> PhD Candidate of TEFL, Islamic Azad University, Science and Research Branch Abstract 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.
Bremner (1999) studied a group of Hong Kong university students, the findings suggested that compensation and metacognitive strategies were their most favored ones, while affective and memory strategies were the least frequently used strategies by these English learners.
(View the image of this page)When we compare the results of the present study with those of other studies (Chang, 1991; Oh, 1992; Yang, 1994; Park, 1997; Bremmer, 1999; Wharton, 2000; Peacock &amp; Ho, 2003; Chang, 2009), it turns out that Asian EFL learners show similar patterns on at least two aspects: 1) Asian EFL learners are generally moderate users of language learning strategies, 2) Affective strategies (at least those listed in SILL) are least favored by the majority of Asian EFL learners.
As related to the application of compensation strategy category, the results of this study resemble the results of some other studies with Asian EFL learners (including Iranian students) who reportedly applied compensation strategies at a medium level (Green, 91; Oh, 92; Park, 97; Riazi &amp; Rahimi, 2005; Chang, 2009; Nikoopour et al.