Comparing language learning strategies among the more and less successful EFL learners in Iran.
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| Title: | Comparing language learning strategies among the more and less successful EFL learners in Iran. |
|---|---|
| Authors: | SoodmandAfshar, Hassan1 h.soodmand@atu.ac.ir, Bayat, Mahsa2 bayat_mahsa1990@yahoo.com, Kia, Maryam Jalili3 m.faribi69@yahoo.com |
| Source: | Issues in Educational Research. 2025, Vol. 35 Issue 3, p1241-1264. 24p. |
| Subject Terms: | *English as a foreign language, *Learning strategies, *Strategy Inventory for Language Learning |
| Abstract: | Our study examined the language learning strategies of successful and less successful Iranian EFL learners. The sample comprised 1608 junior and senior EFL students who completed the Strategy Inventory for Language Learning (SILL), and 30 randomly selected participants in semi-structured interviews. The results from descriptive statistics revealed that: (a) Iranian EFL learners primarily used cognitive strategies while compensation and memory strategies were used the least; (b) successful learners preferred metacognitive strategies most and cognitive strategies least; (c) less successful learners benefited from cognitive strategies most, with minimal use of metacognitive and memory strategies; and (d) both successful and all learners were found to be medium strategy users though less successful learners reported lower strategy usage overall. Chi-square analysis results further highlighted significant differences between successful and less successful learners in their strategy use frequency. [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: 190270025 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparing language learning strategies among the more and less successful EFL learners in Iran. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22SoodmandAfshar%2C+Hassan%22">SoodmandAfshar, Hassan</searchLink><relatesTo>1</relatesTo><i> h.soodmand@atu.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Bayat%2C+Mahsa%22">Bayat, Mahsa</searchLink><relatesTo>2</relatesTo><i> bayat_mahsa1990@yahoo.com</i><br /><searchLink fieldCode="AR" term="%22Kia%2C+Maryam+Jalili%22">Kia, Maryam Jalili</searchLink><relatesTo>3</relatesTo><i> m.faribi69@yahoo.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Educational+Research%22">Issues in Educational Research</searchLink>. 2025, Vol. 35 Issue 3, p1241-1264. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</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: Our study examined the language learning strategies of successful and less successful Iranian EFL learners. The sample comprised 1608 junior and senior EFL students who completed the Strategy Inventory for Language Learning (SILL), and 30 randomly selected participants in semi-structured interviews. The results from descriptive statistics revealed that: (a) Iranian EFL learners primarily used cognitive strategies while compensation and memory strategies were used the least; (b) successful learners preferred metacognitive strategies most and cognitive strategies least; (c) less successful learners benefited from cognitive strategies most, with minimal use of metacognitive and memory strategies; and (d) both successful and all learners were found to be medium strategy users though less successful learners reported lower strategy usage overall. Chi-square analysis results further highlighted significant differences between successful and less successful learners in their strategy use frequency. [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: 24 StartPage: 1241 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Strategy Inventory for Language Learning Type: general Titles: – TitleFull: Comparing language learning strategies among the more and less successful EFL learners in Iran. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: SoodmandAfshar, Hassan – PersonEntity: Name: NameFull: Bayat, Mahsa – PersonEntity: Name: NameFull: Kia, Maryam Jalili IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03137155 Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Issues in Educational Research Type: main |
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