Relationship between University Level and Employment of Language-Learning Strategies: A Study of EAP Learners

Autor/in	Ghafournia, Narjes
Titel	Relationship between University Level and Employment of Language-Learning Strategies: A Study of EAP Learners
Quelle	In: English Language Teaching, 7 (2014) 3, S.159-166 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Correlation; English for Academic Purposes; Learning Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Reading Comprehension; College Students; Teaching Methods; Reading Tests; Foreign Countries; Scores; Statistical Analysis; Regression (Statistics); Iran; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Lesetest; Ausland; Statistische Analyse; Regression; Regressionsanalyse
Abstract	This study scrutinized the relationship between utilizing language-learning strategies and university levels in reading-comprehension process of language learners in Iran. The participants comprised 406 EAP students at three university levels. The findings reflected significant differences among the students in implementing learning strategies. The students at higher university levels employed overall, direct, and indirect strategies significantly more frequently than the students at the lower stages. The results also revealed that 63% of the variance in the implementation of learning strategies could be due to the participants' university levels. The findings are of significance because they can help language teachers tailor effective strategic-based language-teaching programs to the academic needs of the students at different stages of learning. The findings can assist language teachers in identifying problematic areas at different stages of learning enabling them to do remedial work with unsuccessful learners. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01