The Impact of Native Cultural Awareness on Language Learning Strategies: A Comprehensive Investigation among Iranian Intermediate EFL Learners

This study investigates the intricate role of native cultural background on the selection and deployment of language learning strategies (LLSs) among Iranian intermediate English as a Foreign Language (EFL) learners. Drawing on comprehensive empirical data collected through standardized instruments, the research meticulously examines the associations between learners' cultural awareness and their propensity to employ cognitive, metacognitive, social, and affective strategies in the context of second language acquisition. Statistical analyses, including Pearson correlation and hierarchical multiple regression, reveal a robust, statistically significant positive correlation between cultural awareness and strategic language learning behaviors. These findings underscore the pivotal influence of cultural factors in shaping learners' cognitive and affective engagement with language learning processes. The study advocates for the integration of culturally responsive pedagogical frameworks within curriculum design, emphasizing the importance of aligning teaching methodologies with learners' cultural identities to optimize strategy use and improve language acquisition outcomes. The implications of the findings extend to educational policy, teacher training, and the development of culturally sensitive instructional materials, suggesting future avenues for research on cross-cultural influences in language education.

کلیدواژه ها:

Native Cultural Awareness Language ، Learning Strategies (LLSS) ، Cognitive Strategies ، Metacognitive Strategies ، Social Strategies ، Affective Strategies ، Iranian EFL Learners ، Culturally Responsive Pedagogy