Language Learning Strategy Use and Reading Achievement

Narjes Ghafournia

Abstract


The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their reading achievement. The participants comprised 307 Iranian BA students doing a general English course at Teacher-Training University of Mashhad. The results suggest that as the learners’ reading ability improves, the learners are more inclined to choose strategies to facilitate reading processing, which is reflective of greater autonomy for language learning. Thus, the results imply that appropriate employment of language-learning strategies can foster individual autonomy and hence reduce affective filters to process reading texts in an efficient way. The findings are consistent with previous studies on the inconsistency among learners with different reading ability in employing language-learning strategies and comprehension process. Thus, the findings further support integrating strategy training into conventional teaching approaches to enhance efficacy of reading programs. Through adopting strategic-based instruction, teachers can help learners become aware of available strategies, the way to organize them systematically, and the way they can transfer the strategies to new language learning contexts (Cohen, 2007).


Full Text: PDF DOI: 10.5539/elt.v7n4p64

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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