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

Abstract

This study investigates the use of language learning strategies (LLSs) among Bachelor’s degree students of English Literature at Shiraz University in Iran and examines whether gender, year of study and father’s level of education influence the type and frequency of strategy use. The Strategy Inventory for Language Learning (SILL) was used to measure students’ use of direct and indirect strategies across six categories. MANOVA analysis revealed that gender and father’s educational background did not significantly affect the use of language learning strategies. However, year of study influenced the use of metacognitive strategies and indirect strategies, with first-year students reporting the highest use. Overall, Iranian students were high users of metacognitive strategies and medium users of memory, cognitive, compensation, affective and social strategies. The findings highlight the importance of strategy training and suggest that raising learners’ awareness of effective strategies can enhance language learning success and learner autonomy.