The Relationship Between Language Proficiency and Iranian EFL Learners’ Language Learning Strategies Preferences

Table of Contents

ABSTRACT…………………………………………………………………………………………………vi

Chapter one: Introduction

• A broad Overview …………………………………………………………………………………1

• Statement of the problem ………………………………………………….……………………3

• Objective of study……………………………………………………………….………………6

• Significance of the study…………………………………………………………………………6

• Theoretical Framework of the study………………………………………….…………………8

• Research questions……………………………………………………………..………………9

Major research questions: ………………………………………………………………..………………9

Minor research questions: …………………………………………………………………………………9

1.7. Limitations of the study………………………………………………………………………………10

1.8. Definition of key terms………………………………………………………..…………………… 10

Chapter Two: The Review of Literature

2.1.Introduction……………………………………………………………………………………………12

2.2. Language Learning Strategies ………………………………………………………………….……12

2.2.1. Definitions of Language Learning Strategies ………………………………………………..……13

2.2.2. Good language learners……………………………………………………………………………16

2.2.3. Categories of Language Learning Strategies………………………………………………………18

2.2.4. Characteristics of  Language Learning Strategies…………………………………………………23

2.2.5. Language Learning Strategies Training ……………………………………………………………24

2.2.6. Language Learning Strategies Assessment…………………………………………………………26

2.2.6.1. Observation ………………………………………………………………………………………27

2.2.6.2. Interviews and Think-aloud Procedures…………………………………………………………27

2.2.6.3. Diaries or Journals……………………………………………………..…………………………28

2.2.6.4. Self Report Surveys………………………………………………………………………………29

2.2.6.5. Multiple Methods of Gathering Data………………………………………………………….…29

2.2.7. Research on Language Learning Strategies …………………………………………….…………30

2.3. Research on the Relationship Between Language Proficiency and Language Learning Strategies……………………………………………………………………………………………….…38

2.4. Research on Language Learning Strategies in Iran……………………………………………….…44

2.5. Research on the Effect of Age on Language Learning Strategy Use……………………………… 45

Chapter Three: Methodology

3.1.Introduction………………………………………………………………………………..…………46

3.2. Participants …………………………………………………………………………………..………46

3.3. Instruments …………………………………………………………………………………..………47

3.3.1. The Strategy Inventory for Language Learning (SILL) ……………………………………………47

3.3.2.Oxford placement test(OPT) ………………………………………………………………….……50

3.4. Data collection procedures……………………………………………………………………………50

3.5. Data analysis Procedures…………………………………………………………………..…………51

3.6. Design of the Study …………………………………………………………………………….……51

Chapter Four : Results and Discussions

4.1 Introduction …………………………………………………………………………………..………53

4.2.Descriptive Statistics …………………………………………………………………………………53

4.2.1. Age …………………………………………………………………………………………………53

4.2.2. learners’ Language Learning Strategies (Based on SILL)………………………………………….54

4.2.2.1. Memory Strategies ………………………………………………………………………………57

4.2.2.2. Cognitive  Strategies…………………………………………………………………..…………59

4.2.2.3. Compensation Strategies …………………………………………………………………………61

4.2.2.4. Metacognitive Strategies ………………………………………………………….………………64

4.2.2.5. Affective Strategies ………………………………………………………………………………66

4.2.2.6.Social  Strategies ………………………………………………………………….………………68

4.2.3. Language Proficiency ………………………………………………………………………………72

4.3. Analysis of the Relationship Between Language Proficiency and Learners’ Frequency of Language…………………………………………………………………………………………………74

4.4. Analysis of the Relationship Between Language Proficiency and Learners’ Type  of Language Learning Strategies Use ………………………………………………………………………77

4.4.1. Analysis 1………………………………………………………………..…………………………77

4.4.2. Analysis 2………………………………………………………………..…………………………78

4.4.3. Analysis 3…………………………………………………………………..………………………80

4.4.4. Analysis 4……………………………………………………………………..……………………81

4.4.5 Analysis 5……………………………………………………………………………………………83

4.4.6. Analysis 6………………………………………………………………………..…………………84

4.5. Analysis of the Difference Between Younger and Older Students Regarding the Frequency of Language Learning Strategies ……………………………………………………………………………86

Chapter five: Conclusion

5.1. Introduction ………………………………………………………………………..…………………87

5.2 Summary of the Research………………………………………………………………………..……87

5.3 Discussion ……………………………………………………………………………………….……88

5.4.Implications for Teaching …………………………………………………………………….… ….91

5.5. Suggestion for Further Research………………………………………………………….………… 92

Appendices………………………………………………………………………………………………93

Appendix A SILL       ………………………………………………………………………………….94

Appendix B Oxfords’ Strategy Classification……………………………………………………………97

Appendix C Oxford Placement Test………………………………………………………………. ….101

References……………………………………………………………………………………….……..103

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Tables

Table 4.1. The Frequency Distribution of the Students’ Age……………………………..………………53

Table 4.2. The Frequency Distribution and Descriptive Statistics of the Students’ LLS Use………………………………………………………………………………………………….……..55

Table 4.3. The Frequency Distribution and Descriptive Statistics of the Students’ Memory strategies use…………………………………………………………………………………………………..…….58

Table 4.4. The Frequency Distribution and Descriptive Statistics of the Students’ Cognitive strategies use …………………………………………………………………………………………………………..…60

Table 4.5 The Frequency Distribution and Descriptive Statistics of the Students’ Compensation Strategies Use ……………………………………………………………………………………………………..…62

Table 4.6 The Frequency Distribution and Descriptive Statistics of the Students’ Metacognitive Strategies Us………………………………………………………………………………………….…64

Table 4.7 The Frequency Distribution and Descriptive Statistics of the Students’ Affective Strategies Use ……………………………………………………………………………………………………………..66

Table 4.8 The Frequency Distribution and Descriptive Statistics of the Students’ Social Strategies Use……………………………………………………………………………………………………….69

Table 4.9. The Descriptive Statistics of the Students’ LLS Preferences………………………………….70

Table 4.10 The Frequency Distribution and Descriptive Statistics of the Students’ Language Proficiency ……………………………………………………………………………………………………………..72

Table 4.11. The Statistics of Pearson and Spearman Correlation Coefficient Between Language Proficiency and Language Learning strategies……………………………………….….……………….74

Table 4.12. The Statistics of T-test to Compare the Means of LLS Use  in Two Groups of Intermediate and Advanced Students…………………………………………………………………….76

Table 4.13. Pearson and Spearman Correlation Coefficient Between Language Proficiency and Memory  strategies ………………………………………………………………………………………..77

Table 4.14. Pearson and Spearman Correlation Coefficients Between Language Proficiency and Cognitive  strategies ……………………………………………………………………………….……..79

Table 4.15. Pearson and Spearman Correlation Coefficient Between Language Proficiency and Affective strategies ……………………………………………………………………………………….80

Table 4.16. Pearson and Spearman Correlation Coefficients Between Language Proficiency and Metacognitive  strategies ……………………………………………………………..…………………..82

Table 4.17. Pearson and Spearman Correlation Coefficient Between Language Proficiency and Affective strategies ……………………………………………………………………………………….83

Table4.18. Pearson and Spearman Correlation Coefficients Between Language Proficiency and Social  strategies …………………………………………………………………….……………………85

Table 4.19. T-test between two groups of younger and older students regarding their LLS use……………………………………………………………………………………………..………..86

List of Figures

Figure 4.1. The Percentage of the Students’ Age Status………………………………..…………………54

Figure 4.2. The Percentage of the Students’ LLS Use……………………………………………………..56

Figure 4.3. Descriptive Statistics of the Students’ LLS Use……………………………..………………..57

Figure 4.4. The Percentage of the Students’ Memory Strategies Use…………………………….………58

Figure 4.5. Descriptive Statistics of the Students’ Memory Strategies Use ……………….……………..59

Figure 4.6. The Percentage of the Students’ Cognitive Strategies Use……………………………………60

Figure 4.7. Descriptive Statistics of the Students’ Cognitive Strategies Use……………….……………..61

Figure 4.8.The Percentage of the Students’ Compensation Strategies Use ……………………………….63

Figure 4.9. Descriptive Statistics of the Students’ Compensation Strategies Use……………..…………..63

Figure 4.10.The Percentage of the Students’ Metacognitive Strategies Use ……………..………………65

Figure 4.11. Descriptive Statistics of the Students’ Metacognitive Strategies Use…….…………………65

Figure 4.12.The Percentage of the Students’ Affective Strategies Use………………………..…………67

Figure 4.13. Descriptive Statistics of the Students’ Affective Strategies Use……………………………..68

Figure 4.14.The Percentage of the Students’ Social Strategies Use …………………………….………..69

Figure 4.15. Descriptive Statistics of the Students’ Social Strategies Use……………..…………………70

Figure 4.16. The Comparison of the Distribution of  Different Categories of LLS ……………………..72

Figure 4.17. The Percentage of the Students’ Language Proficency………………………………………73

Figure 4.18. Descriptive Statistics of the Students’ Language Proficiency…………………………………………………………………………………………………73

Figure 4.19. The Scatter Diagram for Correlation Between Intermediate/Advanced Level and Language Learning Strategies …………………………………………………….…………………………………75

Figure 4.20. Box Plot to Compare the Distribution of LLS Use in two Groups of Advanced and Intermediate learns………………………………………………………………………………………..76

Figure 4.21. The Scatter Diagram for Correlation Between Intermediate/Advanced Level and Memory Strategies…………………………………………………………………………………………………..78

Figure 4.22. The Scatter Diagram for Correlation Between Language Proficiency and Cognitive  Strategies………………………………………………………………………………………………..…79

Figure 4.23. The Scatter Diagram for Correlation Between Language Proficiency and compensation  Strategies………………………………………………………………………………………………..…81

Figure 4.24. The Scatter Diagram for Correlation Between Language Proficiency and Metacognitive  Strategies……………………………………………………………………………………………….….82

Figure 4.25. The Scatter Diagram for Correlation Between Language Proficiency and Compensation   Strategies………………………………………………………………………………………………….84

Figure 4.26. The Scatter Diagram for Correlation Between Language Proficiency and Social   Strategies…………………………………………………………………………………………………..85

Figure 4.27. Box Plot to Compare the Distribution of LLS Use in two Groups of Younger and Older Students……………………………………………………………………………………………………86