Language proficiency is one prominent factor that could affect the use of language learning strategies (LLSs) in learning English as a second language among the learners. The influence of language proficiency on the use of LLSs might differ as language learning has extended to the contexts of learning other than the learners' differences. With that in view, this study seeks to examine various types of LLSs based on the language proficiency of 1699 learners in a Malaysia tertiary context. This study utilised the adapted version of Strategy Inventory for Language Learning (SILL, 1990) Findings revealed that high proficiency learners employed LLSs from high to medium level whereas average and low learners showed medium strategy use of all LLSs. One-way ANOVA tests further indicated that there were significant differences in the use of direct strategies based on their language proficiency. It was also found that language proficiency had a significant influence on the use of cognitive, compensation, social, metacognitive and affective strategies. Positive to mix variation of the high strategy use for individual items of SILL with significant differences were reported. Implications of this study were also discussed.
Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009) was used to measure the participants' level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20) and control (n=20) groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003) while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.
The use of English for instruction at the tertiary level of education by nations whose native language is not English has been the subject of considerable debate. This study aims to survey the attitudes of a group of Iranian university teachers at a state university in central Iran towards the possible use of English as a medium of instruction (EMI) in Iranian higher education, where Persian is currently the medium of instruction except in English language departments. It also explores whether teachers' attitude towards EMI is affected by their university rank. To this end, 60 teachers were randomly selected from faculties of Humanities, Science, and Engineering, and their perceptions about EMI were explored through questionnaires and interviews. The findings indicated that, in spite of the current emphasis on Persian by authorities, teachers valued English over Persian as the medium of instruction, expressing concerns mainly about inadequacies in resources and English proficiency requirements. Interview results showed that their opinions were divided as they enumerated a variety of economic, academic, cultural, social, and technological reasons both for and against the possible use of EMI at Iranian tertiary levels. The results imply that concerns over the launch of new curricula using EMI are multidimensional. Possible suggestions for future research on EMI are discussed.
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