Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement

Taheri, Hamideh; Sadighi, Firooz; Bagheri, Mohammad Sadegh; Bavali, Mohammad

doi:10.1080/23311983.2019.1710944

Cited by 29 publications

(42 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…MCL refers to the process of planning, organizing, storing knowledge, monitoring comprehension, and facilitating learning to perform cognitive tasks (Mayer, 1998;Vermunt, 1996). MCL influences various learning strategies that learners choose, such as recognizing what approaches are better for memorizing information (Taheri et al, 2020). In the case of DIL, learners should choose the most appropriate strategy or technology that provides a better learning opportunity for them (Vermunt, 1996).…”

Section: Digital Informal Learning and Academic Performancementioning

confidence: 99%

The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance

Mehrvarz

Heidari

Farrokhnia

et al. 2021

Computers & Education

View full text Add to dashboard Cite

This article is made publicly available in the institutional repository of Wageningen University and Research, under the terms of article 25fa of the Dutch Copyright Act, also known as the Amendment Taverne. This has been done with explicit consent by the author.Article 25fa states that the author of a short scientific work funded either wholly or partially by Dutch public funds is entitled to make that work publicly available for no consideration following a reasonable period of time after the work was first published, provided that clear reference is made to the source of the first publication of the work.This publication is distributed under The Association of Universities in the Netherlands (VSNU) 'Article 25fa implementation' project. In this project research outputs of researchers employed by Dutch Universities that comply with the legal requirements of Article 25fa of the Dutch Copyright Act are distributed online and free of cost or other barriers in institutional repositories. Research outputs are distributed six months after their first online publication in the original published version and with proper attribution to the source of the original publication.

show abstract

Section: Digital Informal Learning and Academic Performancementioning

confidence: 99%

The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance

Mehrvarz

Heidari

Farrokhnia

et al. 2021

Computers & Education

View full text Add to dashboard Cite

show abstract

“…Studies also suggest that the LLS taxonomy proposed by Oxford (1990) is still theoretically relevant (Iamudom & Tangkiengsirisin, 2020;Ranjan & Philominraj, 2020). Some studies have established a positive relationship between LLS use and factors such as language proficiency, attitude and motivation (Habók & Magyar, 2018;Taheri, Sadighi, Bagheri, & Bavali, 2020). As noted by Alhaysony (2017), university students taking part in an English class mostly use both cognitive and metacognitive strategies while memory and affective are the least used.…”

Section: Language Learning Strategiesmentioning

confidence: 99%

“…They argue that online language learners seem to actively use learning strategies; and promoting the use of online learning strategies can ameliorate students´ language achievement. Other studies show that language learning strategies and English proficiency have been mainly researched in face-to-face higher education settings (Alhaysony, 2017;Taheri, Sadighi, Bagheri & Bavali, 2020).…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies, English proficiency and Online English Instruction Perception during COVID-19 in Peru

Malpartida¹,

Prof.²

2021

INT J INSTRUCTION

View full text Add to dashboard Cite

The research´s main objectives were to develop a longitudinal assessment of students´ use of language learning strategies, examine their English proficiency and report their perception of online English instruction during the new normal in Lima-Peru. The sample involved 50 undergraduate students who participated in an online high intermediate English course during 16 weeks. A mix-method research was established based on the sample size and the research questions. For the quantitative part, two comparative groups were evaluated using two instruments which were chosen from the literature review: (a) the Oxford (1990) Strategy Inventory for Language Learning (SILL), and (b) the Oxford placement test which measures English proficiency. The findings revealed that both groups reported both weak and strong language learners, and metacognitive strategies were the highest used among them. Also, the group of students who actively practiced LLS activities not only increased their overall LLS use but also improved their English proficiency. With regard to the qualitative part, a phone call interview design was implemented to 10 participants who generally reported a positive experience in terms of teaching support, feedback quality, participation and class recording availability.

show abstract

“…LLSs are also correlated to learning motivation, as research was conducted to investigate it and it was found that there was a significant relationship of strategies in language learning toward motivation in learning English (Barruansyah, 2018). Besides, high achiever mostly employed compensation, cognitive, and affective strategies (Taheri et al, 2020). More specific, Saricoban and Saricaoglu (2008) found the significant relationship compensation strategies and academic success of students Oxford (1990) divides the LLS into two types, those are direct strategies and indirect strategies.…”

Section: Language Learning Strategiesmentioning

confidence: 99%

The Relationship between Direct Language Learning Strategies and English Learning Proficiency at Senior High School Students

Arisman

2020

J.ofEngforAcad

View full text Add to dashboard Cite

Learning strategies are applied by students to improve their studies. Suitable language learning strategies result in proficiency which is improved and greater self-confidence. Most researches observe the language learning strategies without dividing which affect more between direct and indirect strategy toward learning proficiency. Therefore, this research was conducted to find out whether the direct language learning strategies had a positive relationship and significant effect toward English learning proficiency on senior high school students. An ex-post-facto method with a correlational design was applied in this research. The population was 410 students at the eleventh grade of SMA Negeri 1 Baubau and selected 75 students as the sample using a simple random sampling technique. The instruments used were the SILL (Strategy Inventory for Language Learning) and the English proficiency test. The results of descriptive statistics indicate the compensation strategies were the most dominant learning strategy used by the eleventh-grade students with the mean score was 2.66. From the result of hypothesis testing, it was obtained the positive relationships and significant effect of those three kinds of strategies toward English proficiency on the eleventh-grade students. Besides, the memory strategies have the highest correction with the score of correlation is 0.756.

show abstract

Investigating the relationship between Iranian EFL learners’ use of language learning strategies and foreign language skills achievement

Cited by 29 publications

References 39 publications

The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance

The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance

Language Learning Strategies, English proficiency and Online English Instruction Perception during COVID-19 in Peru

The Relationship between Direct Language Learning Strategies and English Learning Proficiency at Senior High School Students

Contact Info

Product

Resources

About