A Study of the Use of Language Learning Strategies among Students in Iran

Abstract

Many factors would influence the type and frequency of use of language learning strategies some of which are gender, year of study and father’s level of education. This study encompassed Bachelor’s degree students of English Literature studying at the School of Language Studies and Linguistics of Shiraz University in Iran who differed with regard to gender, year and father’s educational qualifications. One of the instruments used was the Strategy Inventory For Language Learning (SILL ESL/EFL version) for gauging the use of effective learning strategies used by students. Multivariate Analysis of Variance (MANOVA) was performed to see if there were significant differences in the use of direct vs. indirect strategies and the 6 strategy categories among students of different groups. It came to light that year of study affects students’ use of strategies in that students of first year made the greatest use of meta-cognitive strategies and indirect strategies; however, Iranian students’ gender and father’s educational qualifications did not have much impacts on the use of LLSs. Moreover, Iranian students of all groups were high users as far as meta-cognitive strategy was concerned.