Mohamad Baghr Shabani; Samira Moharrami
Volume 2, Issue 1 , February 2015, , Pages 41-21
Abstract
The present study aimed to investigate the relationship between language learning strategies and learners’ anxiety among high school students. The participants of the study were two groups of high school students (N = 100). The first group consisted of 50 students with hearing problems and the ...
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The present study aimed to investigate the relationship between language learning strategies and learners’ anxiety among high school students. The participants of the study were two groups of high school students (N = 100). The first group consisted of 50 students with hearing problems and the second group consisted of 50 normal students. To this end, two questionnaires were used: (a) screen for child anxiety-related emotional disorders (SCARED) and (b) Schmitt’s vocabulary learning strategies questionnaire (VLSQ), both of which were translated into Persian. After collecting data, two oneway MANOVA procudures and a correlation were run to see if there is any difference between students with hearing problems and normal students in terms of language learning strategies and anxiety. Results showed that there is a significant difference between the normal group and the group with hearing problem. The results also showed that the normal students used more strategies for vocabulary learning and each group experinced different types of anxiety.The results of the current study may have implications for language learners. Being familiar with anxiety and learning strategies and how they affect learning help learners use different strategies to overcome their anxiety.
