the relationship between high school students’ beliefs about language learning and their use of language learning strategies
gaining insights into the learners’ individual characteristics such as beliefs about language learning and their relationship with learning strategies is essential for planning effective language instruction. thus, the present study investigated the relationship between beliefs about language learning and learning strategy use in iranian high school students. this study also compared the correlation of the two variables between males and females and monolingual and bilingual students. the strategy inventory for language learning (sill) and the beliefs about language learning inventory (balli) were used to collect data from four hundred and sixty-two high school students from different cities of the country. descriptive analyses, pearson r correlation, and the fisher z-transformation test, were used to analyze the data. the results revealed that the students used metacognitive strategies most and compensation and affective strategies least. also, they held strong motivational beliefs about english language learning. significant positive correlations were found between beliefs and strategy categories. the strongest correlation was found between the students’ metacognitive strategies and their motivation and expectations. the findings revealed no significant difference between the correlation coefficients of monolinguals and bilinguals, and males and females in terms of their language learning beliefs and strategies. regarding the pedagogical implications of the results, it is discussed that knowledge of students’ language learning beliefs and their preferred strategies can lead teachers and educational authorities toward more informed instructional choices.
The Relationship between High School Students’ Beliefs about Language Learning and Their Use of Language Learning Strategies
Gaining insights into the learners’ individual characteristics such as beliefs about language learning and their relationship with learning strategies is essential for planning effective language instruction. Thus, the present study investigated the relationship between beliefs about language learning and learning strategy use in Iranian high school students. This study also compared the correl...متن کامل
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the relationship between using language learning strategies, learners’ optimism, educational status, duration of learning and demotivation
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the relationship between iranian efl learners beliefs about rote learning, their use of vocabulary learning strategies and their success in vocabulary learning: a think-aloud protocol study
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تاثیر منبع کنترل رفتار بر روی موفقیت تحصیلی زبان آموزان انگلیسی بندرت در ایران ارزیابی شده است. هدف این تحقیق ارزیابی رابطه بین منبع کنترل رفتار زبان آموزان انگلیسی و موفقیت آنها در مهارت های خواندن و نوشتن زبان انگلیسی است. محقق همچنین رابطه بین منبع کنترل رفتار و راهبردهای یادگیری زبان انگلیسی را در این تحقیق جستجو می کند. بدین منظور محقق ابتدا نسخه فارسی پرسشنامه منبع کنترل رفتار (duttweiler...15 صفحه اول
چکیده انگیزه دلیل اصلی رفتارهای ما است. به نظر می رسد انگیزه جزء جدایی ناپذیر فرایند یادگیری باشد. ارزش ذاتی موفقیت تمایل به پیشرفت را در یادگیرنده ایجاد میکند. به عبارت ساده این تمایل انگیزه پیشرفت نامیده میشود. انگیزه پیشرفت را میتوان در احساس یادگیرنده هنگام چالش با درس های مدرسه، لذت انجام فعالیت درسی، یا حس کشف پاسخ مشاهده کرد.حتی ممکن است انگیزه پیشرفت را در تلاش یادگیرنده برای جلب تایید...
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عنوان ژورنال:issues in language teaching
ناشر allameh tabataba’i university
شماره 2 2013