A Close Study of the effects of Learner’s Belief on the Choice of Language Learning Strategies in ESP Context

Abbas Zare-ee, Malihe Salami

Abstract


This study investigates the use of language learning strategies by 175 Iranian students majoring in non-English fields (Engineering Sciences, Humanities and Basic Sciences). The study attamts to understand the perceptions about the relationship among learners’ beliefs about English language learning, English proficiency, measured by GPA, and the use of learning strategies. Results of Friedman test reported metacognitive strategies at the highest rank while affective strategies at the lowest. The findings of the Kruskal–Wallis test revealed that metacognitive strategies were most frequently used by Engineering and Basic Sciences students whereas compensatory strategies were mostly preferred by Humanities students. Affective strategies ranked the last on three group of students' preference scale. Furthermore, more proficient students utilized cognitive, memory and compensatory strategies whereas students with mid-language proficiency applied metacognitive, affective and social strategies, and students with poor language proficiency resort compensatory strategies. Moderate correlation between students’ beliefs about English language learning and their use of learning strategies indicate that learners’ beliefs influence the use of strategies to some extent. Analysis of linear regression showed that use of strategies was predicated from language proficiency and learners’ beliefs about language learning. The present study suggests that not only do students’ beliefs about language learning influence the use of learning strategies, but also their level of English proficiency affects the frequency of use and choices of learning strategies and their beliefs about English language learning.


Keywords


language learning strategies, leaners’ beliefs, language proficiency, EFL, TEFL

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References


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