Language learning strategy preferences and levels of willingness to communicate by Iranian EFL learners

Abstract

The present study aims at investigating the relationship between Iranian EFL learners’ levels of willingness to communicate (WTC) and their preferences of language learning strategies.To achieve this goal, a quantitative study was carried out with 46 Iranian EFL learners majoring in English translation. The participants’WTC levels were determined through willingness to communicate (WTC) questionnaire developed by McCroskey and Richmond (2013). Oxford’s (1990) Strategy Inventory for Language Learners (SILL) was also used as another instrument to investigate the participants’ preferences of language learning strategy use.The participants were moderate strategy users. Metacognitive and cognitive strategieswere found to be used strongly by the participants of the study. It was also found that the participants were moderate regarding their willingness to communicate. Furthermore, a significant correlation was found to exist between the two variables of the study.The findings of this study have implications for teachers, students, material developers as well as course designers.

Iranian Intermediate ESP Students’ language learning beliefs and their language learning strategies

“…The findings of this part of the study confirms the results by Yılmaz (2010) who found that compensation strategy is the most frequently used language learning strategy. The results, however, contradict the findings by Najafi and Dehghani (2022) that revealed metacognitive and cognitive strategies as the most frequent and compensation strategy as the least frequent strategies by EFL learners.…”