Language Learning Aptitude (LLA) and Language Learning Strategy (LLS) use among Iranian university EFL students: Patterns and relationships

Yıl 2015, Cilt: 1 Sayı: 1, 77 - 96, 15.03.2015

Karim Sadeghi Zainab Abolfazli Khonbi

https://doi.org/10.32601/ejal.460601

Cited By: 1

Öz

Fundamental to any consideration of research into students’ roles in any educational program is the
focus on the most efficient way(s) of learning for students. Following the same thread, this study aimed to
explore the patterns of language learning strategy (LLS) use (based on Oxford’s SILL, 1990a) and its
links with language learning aptitude (LLA) (as measured by Carroll and Sapon’s MLAT, 1983) of a
cohort of male (N = 16) and female (N = 32) Iranian students at Urmia University. One-way ANOVA
indicated significant differences between the two genders on their use of cognitive and metacognitive
LLSs in favor of males but not on their aptitude scores. Two-way ANOVA revealed a significant role for
aptitude level but not gender on students’ language learning strategy use. Pearson product-moment
correlation also revealed significant relationships among the components of MLAT and LLSs. Detailed
findings and discussions are presented in the paper. 

Anahtar Kelimeler

Iranian EFL students, Language learning aptitude, Language learning strategy use

Kaynakça

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