Strategy Use, Learning Styles and L2 Achievement of Iranian Students of English for Academic Purposes

Autor/inn/en	Afshar, Hassan Soodmand; Bayat, Mahsa
Titel	Strategy Use, Learning Styles and L2 Achievement of Iranian Students of English for Academic Purposes
Quelle	In: Issues in Educational Research, 28 (2018) 4, S.1039-1059 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Learning Strategies; Metacognition; Cognitive Style; Foreign Countries; Visual Learning; Academic Achievement; Predictor Variables; Correlation; College Students; Student Attitudes; Measures (Individuals); Iran; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive styles; Kognitiver Stil; Ausland; Visual education; Visuelles Lernen; Schulleistung; Prädiktor; Korrelation; Collegestudent; Schülerverhalten; Messdaten
Abstract	The present study investigated the relationship between language learning strategy use, learning styles, gender, and second language (L2) achievement of Iranian English for academic purposes (EAP) learners. To this end, 120 Iranian EAP learners majoring in various fields of humanities including political sciences, psychology, economics and law participated in the study by completing Oxford's (1990) "Strategy Inventory for Language Learning" (SILL), and an adapted version of the "Perceptual Learning Style Preference Questionnaire" (PLSPQ) originally developed by Reid (1987). The results obtained from three separate Pearson product moment correlations indicated that there was a significant positive correlation between (a) language learning strategy use and L2 achievement; (b) learning styles and L2 achievement; and (c) learning styles and strategy use by Iranian EAP learners. Moreover, the results of multiple regression analysis demonstrated that both learning styles and language learning strategy use were significant predictors of the participants' L2 achievement; however, learning styles were found to be a stronger predictor. Also, the findings of two separate multiple regression analyses indicated that among the components of learning styles and language learning strategies, visual learning style and cognitive strategy use were stronger predictors of L2 achievement respectively. In addition, the results of an independent samples t-test showed cognitive and metacognitive strategies were the most frequently used strategy groups by females and males respectively. The results of another independent samples ttest indicated that group and visual learning styles were the most preferred types adopted by the female and male learners respectively. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01