Language Learning Strategy Preferences of Asian EFL Learners


1 Assistant Profesor of TEFL, Islamic Azad University of Malard

2 PhD Candidate of TEFL, Islamic Azad University, Science and Research Branch


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.


Article Title [Persian]

اولویت های زبان اموزان ایرانی در بکارگیری استراتژیهای یادگیری زبان

Authors [Persian]

  • جلال کمال زاده 1
  • کاوه جلیل زاده 2
1 استادیار دانشگاه آزاد اسلامی واحد ملارد
2 دانشجوی دکترای دانشگاه آزاد اسلامی واحد علوم تحقیقات
Abstract [Persian]

این تحقیق پاسخی به تضادهای موجود در نتایج مطالعات انجام شده در ضمینه تاثیر ملیت/قومیت  در استفاده از راهبردهای یادگیری زبان میباشد. این تحقیق با بکارگیری پرسش نامه اکسفورد(1990) گزارشی از الگوی بکارگیری این راهبردها توسط زبان اموزان دانشجو و مذکرایرانی ارایه داده و ان را با الگوی بکارگیری این استراتژی ها توسط زبان اموزان اسیایی تبار مقایسه می کند. امید میرود که این قیاس بتواند درک ما را در مورد نقش ملیت/قومیت در انتخاب و کاربرد این راهبردها افزایش داده و به ادبیات موجود در این حوضه بیفزاید.نتایج بدست امده از این تحقیق نشان داد که شرکت کنندگان ایرانی در این مطالعه با معدل (M=3.31) کاربران متوسط این راهبردها هستند و از این حیث شباهت زیادی با بسیاری از زبان اموزان اسیایی تبار دارند.امار توصیفی بکار رفته در این مطالعه به همراه تحلیل چند گانه واریانس(MANOVA ) نشان داد که زبان اموزان ایرانی با معدل ((M=3.79 در راهبردهای فراشناختی و معدل (M=3.82) در راهبردهای اجتماعی در حد بالایی از این راهبردها استفاده میکنند که به طور معناداری (p<.05 ) بالاتر از معدل انها در انواع دیگر راهبردهاست.نتایج این تحقیق همچنین نشان داد معدل راهبردهای حافظه ای انها((M=2.89 و معدل راهبردهای عاطفی انها(M=2.75) به طور معناداری پایین تر از معدل انها در دیگر انواع راهبردهای موجود در پرسش نامه اکسفورد است. نتایج تحلیل انفرادی راهبردهای به­کار گرفته شده توسط شرکت کنندگان ایرانی در این مطالعه با نتایج بالا کاملا مطابقت داشت. بر اساس شباهت قابل توجهی که در الگوی بکارگیری راهبردهای زبان آموزی زبان اموزان آسیایی تبار مشاهده میشود محققین در پایان این مطالعه راهکارهایی برای مدرسین و سیاست گزاران این حوضه که در کانتکس اسیایی فعالیت میکنند، پیشنهاد می کنند.

Keywords [Persian]

  • راهبردهای یادگیری زبان
  • ملیت یا قومیت
  • زبان اموزان اسیایی تبار
  • انگلیسی به عنوان زبان خارجی
  • الگوی استفاده از راهبردها
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