Application of Learning Strategies and their Impact on English Language Acquisition among Iranian Hamedan Adult Learners

This research aims to explore the repertoire of learning strategies used by Iranian Hamedan EFL students, how they transfer those strategies to English learning, and the extent to which these strategies benefit their English learning achievement. The effects of strategy instruction on students' awareness of language learning strategies are highlighted. Differences in strategy types and frequency of strategy use among low and high strategy users, as well as high and low achievers in English language learning, are identified. The study employs a mixed-methods research methodology. Quantitative data are collected through a ۴۰-item general learning strategies questionnaire. The participants are ۲۱۹ undergraduate students enrolled in a foundation English course. Qualitative data are derived from ۳۲ student participants who voluntarily took part in semi-structured interviews. The quantitative findings show no significant difference in the strategies used for general learning and English learning. Students transfer their repertoire of learning strategies as a primary tool to tackle English learning. There is a positive correlation between the use of learning strategies and English learning achievement. However, strategy instruction does not show a significant increase in strategy use. High and low achieving students use similar learning strategies, but the frequency and manner of strategy use differ, indicating different types of language learners. The qualitative findings complement and extend the quantitative data. The study's implications for pedagogy suggest a new perspective for Iranian Hamedan EFL teachers in implementing suitable learning strategies for more effective student learning.

کلیدواژه ها:

learning strategies ، English learning strategies ، transfer of learning strategies ، strategy instruction ، English learning achievement