Strategy use, learning styles and L2 achievement of Iranian students of English for academic purposes.
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| Title: | Strategy use, learning styles and L2 achievement of Iranian students of English for academic purposes. |
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| Authors: | Afshar, Hassan Soodmand1 hassansoodmand@gmail.com, Bayat, Mahsa1 bayat_mahsa1990@yahoo.com |
| Source: | Issues in Educational Research. 2018, Vol. 28 Issue 4, p1039-1059. 21p. |
| Subject Terms: | *Learning strategies, *Second language acquisition, *Strategy Inventory for Language Learning |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 133146543 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Strategy use, learning styles and L2 achievement of Iranian students of English for academic purposes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Afshar%2C+Hassan+Soodmand%22">Afshar, Hassan Soodmand</searchLink><relatesTo>1</relatesTo><i> hassansoodmand@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Bayat%2C+Mahsa%22">Bayat, Mahsa</searchLink><relatesTo>1</relatesTo><i> bayat_mahsa1990@yahoo.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Educational+Research%22">Issues in Educational Research</searchLink>. 2018, Vol. 28 Issue 4, p1039-1059. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Strategy+Inventory+for+Language+Learning%22">Strategy Inventory for Language Learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1039 Subjects: – SubjectFull: Learning strategies Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Strategy Inventory for Language Learning Type: general Titles: – TitleFull: Strategy use, learning styles and L2 achievement of Iranian students of English for academic purposes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Afshar, Hassan Soodmand – PersonEntity: Name: NameFull: Bayat, Mahsa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 03137155 Numbering: – Type: volume Value: 28 – Type: issue Value: 4 Titles: – TitleFull: Issues in Educational Research Type: main |
| ResultId | 1 |
