Effects of Motivation on the Use of Language Learning different Strategies by Iranian EFL University Students

This study explored the effects of attitude, motivation, and years of study on the use of language learning strategies by Iranian EFL university students. The participants of the study consisted of 126 freshmen and seniors majoring in English Translation and Teaching English at Qom Islamic Azad University. Two instruments were used to gather the needed data: A 50-item Likert-type strategy questionnaire and a Likert-type background questionnaire to elicit data on attitude, motivation, and years of study. Analysis of the results revealed that the subjects of the study reported to employing metacognitive, social, affective, and compensation strategies more frequently than memory and cognitive strategies. Also in this study, attitude proved to influence the use of Language Learning Strategies (LLSs) significantly. That is, learners with positive attitude used LLSs more frequently than those with negative attitude. Regarding the factor of motivation, integratively-motivated students employed more strategies than instrumentally-oriented ones. Furthermore, seniors showed greater use of LLSs than freshmen