| نویسندگان | عباس زارعی تجره |
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| تاریخ انتشار | ۲۰۱۰-۳-۰۱ |
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| نوع نشریه | الکترونیکی |
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چکیده مقاله
This study aimed at describing Iranian University EFL learners’ beliefs about language learning and exploring how such beliefs
might affect the deployment of different cognitive, meta-cognitive, social, and affective language learning strategies. A group of
203 undergraduate learners of English selected randomly from five major Iranian universities consented to participate in the
study. Both qualitative and quantitative approaches were employed for the collection of the required data including questionnaire
and interview data. Quantitative aspects of learners’ beliefs about language learning and their learning strategy use were
investigated using the “Beliefs about Language Learning Inventory” and the 'Strategy Inventory for Language Learning',
respectively. Qualitative data collected through interviews were added to further clarify possible associations. Exploratory factor
analyses were carried out to determine emerging underlying categories of beliefs about learning and learning strategies.
Descriptive and inferential data analyses indicated that beliefs about language learning were significantly related to language
learning strategy use and language proficiency. Language learners' self-efficacy about language learning and “the perceived value
of language learning” correlated with the use of all types of learning strategies except meta-cognitive ones, in which the majority
of the learners seemed to be weaker. Moreover, items that loaded on the factor of “formal practice” seemed to discourage the use
of compensation, affective, social, and functional-practice strategies by learners. The findings of the study and the related
discussions point to possible culture specific considerations in the study of beliefs about learning and strategies for language
learning. They also sensitize teachers to their learners' preconceived ideas and expectations about learning and give them some
clues on how these might affect their pedagogical practices.