The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran

Language learning strategy use by spanish efl students: the effect of proficiency level, gender, and motivation

“…The results showed that the LLSs overall use of participants was medium to high with mean statistics ranging between M=3.75 and M=2.88 and a mean in overall use of 3.37 (table 1.). This result is in line with other recent studies in Spain and other countries (Feng, 2010;Franco Naranjo et al, 2003;Franco Naranjo et al, 2009;García Herrero, 2013;García Herrero & Jiménez Vivas, 2014;Ghavamnia, et al, 2011;Hong-Nam & Leavell, 2006;Kavasoglu, 2009;Nikoopour et al, 2012;Razak & Babikkoi, 2014;Zhou & Intaraprasert, 2015). The scores in the different categories indicate a positive attitude towards the use of LLSs among the participants while learning English as a foreign language.…”

“…As McDonough (2005) and Wenden (1991) claim, training in the use of learning strategies has a positive effect on learners' motivation, increasing self-steem and autonomy. Some recent studies have given evidences of that significant relationship between motivation and the use of learning strategies, showing that more motivated learners use more and a wider range of LLSs (Benson & Gao, 2008;H.-H. Chang, 2005;Ghavamnia, Kassaian, & Dabaghi, 2011;Yin, 2008). Other studies also show that specific types of motivation are associated (or not) to strategy use.…”

Effects of Learners’ Language Proficiency on Their Language Learning Strategies

“…Past literatures which reported that language proficiency had statistically significant effect of the use of LLSs by learners could be seen in some studies (Al-Qahtani, 2013;Ghadirzadeh, Hashtroudi, & Shokri, 2013;Ghavamnia, Kassaian, & Dabaghi (2011);Goh & Kwah, 1997;Kiram et al (2015); Kunasaraphan, 2015;Platsidou & Sipitanou, 2015;Zhou & Intaraprasert, 2015). For example, the study by Kunasaraphan (2015) revealed that there was a significant difference in the use of the overall LLSs and the five specific strategies, namely memory, cognitive, compensation, metacognitive and social strategies on the first year students with different levels of English proficiency.…”

The Plasticity of Students’ Language Learning Beliefs: The Interplay of Gender, Grade and Educational Level

“…In fact, according to Ellis (1994), interrelated with learning strategies and final outcomes of learning, these beliefs form a fundament upon which learners actualize their learning processes and mechanisms. Furthermore, it has been indicated that language learning beliefs propel language learning (Abdolahzadeh & Nia, 2014;Ghavamnia et al, 2011;Ren & Bai, 2016), lay the ground for conscious development of learning strategies (Azar & Saeidi, 2013;Ghavamnia et al, 2011), and lower the level of language anxiety (Abraham & Vann, 1987;Horwitz et al, 1986;Horwitz, 1988). A straightforward corollary of that appears to be that exploring and understanding language learning beliefs seems crucial for the creation and implementation of appropriate L2 curricula and micro-practices of L2 teachers and learners (Castellotti & Moore, 2002;Horwitz, 1999;Wenden, 1999).…”