Relationship between Iranian EFL Learners’ Beliefs about Language Learning, their Language Learning Strategy Use and their Language Proficiency

Atieh Abedini · Ali Rahimi · Abbas Zare-ee

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning English Language Learning and Teaching

Abstract

This study aimed at collecting data from a group of 203 Iranian undergraduate learners of English concerning their beliefs about language learning through Horwitz's (1987) “Beliefs About Language Learning Inventory”, concerning their language learning strategy use through Oxford's (1990) “Strategy Inventory for Language Learning” and concerning their general language proficiency through “Michigan English Language Assessment Battery”. Some open-ended questions were added to the both questionnaires. Data analyses indicated that EFL learners with more positive and reasonable beliefs, generally, use the strategies more and also have higher level language proficiency. Besides, some findings were reported as the result of doing factor analyses on the both questionnaires.

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References

1986The Explanatory and Predictive Scope of Self-Efficacy Theory 1990Learner Strategies in Language Learning 1995A Closer Look at Learning Strategies, L2 Proficiency, and Gender 2012Language Learning Strategies 1999The relationship between EFL learners' beliefs and learning strategy use 1985Self-efficacy and classroom learning 2003Patterns of language learning strategy use 1991Language learning strategies

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2019Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation 2013Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos 2013The Relationship between Iranian EFL Learners’ Beliefs about Language Learning and Their Use of Learning Strategies 2021Epistemological beliefs and conceptions about language teaching and learning: a study of secondary school non-native learners and teachers of Mandarin Chinese in Zambia

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