Language Learning Strategy Use among Iranian Engineering EFL Learners

Autor/inn/en	Nahavandi, Naemeh; Mukundan, Jayakaran
Titel	Language Learning Strategy Use among Iranian Engineering EFL Learners
Quelle	In: Advances in Language and Literary Studies, 5 (2014) 5, S.34-45 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Engineering Education; College Students; Questionnaires; Metacognition; Social Influences; Cognitive Processes; Memory; Affective Behavior; Learning Strategies; Gender Differences; Language Proficiency; Measures (Individuals); Second Language Learning; Likert Scales; Statistical Analysis; Iran; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ingenieurausbildung; Collegestudent; Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sozialer Einfluss; Cognitive process; Kognitiver Prozess; Gedächtnis; Affective disturbance; Active behaviour; Affektive Störung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; Messdaten; Zweitsprachenerwerb; Likert-Skala; Statistische Analyse
Abstract	The present study aimed at understanding the language learning strategy use of Iranian EFL learners' about learning a foreign language. The main purpose of the study was to understand if there was any relationship between proficiency level, gender and extra education in language institutes and strategy use. To achieve this end, 369 engineering students were selected based on random sampling in Azad University of Tabriz, Iran. Data were collected using two questionnaires: a demographical questionnaire and the Strategy Inventory for Language Learning (SILL). ANOVA, LSD & t-test were used for analyzing the data. The results of the study indicated highest mean average of metacognitive (M = 3.57), followed by social (M = 3.27), cognitive (M = 3.12), compensation (M = 3.07), memory (M = 2.89) and affective (M = 2.84) strategies. Furthermore, the results indicated a significant difference among learners' strategy use, proficiency level and extra education in language institutes. Nevertheless, no significant difference was found between learners' strategy use and gender. The study ended with some pedagogical implications. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01