An Investigation of LLS in Iranian Non-English Major University Students

Changing the view from the traditional teacher-centered classroom to student-centered one and considering learner as a whole person has led the researchers to study on the individual differences in the process of languagelearning. One of the most important factors accounting for individual differences in the process of language learning islaguage learning strategy use. Extensive research has revealed that various factors like motivation, gender, culturalbackground, attitudes, age, L2 stage, and so on affect learners’ use of language learning strategies, and therefore theirlearning process. Although various investigations have been done about the influence of affective variables on the choice of LLS, the research literature is sparse regarding the direct effect of academic specialization on success insecond language learning. In addition, clear-cut and unequivocal findings have not been reported in the studies focusedon the role of academic specialization, gender and proficiency level on LLS.The current descriptive and correlational research aims to investigate the probable influence of academic field, gender and proficiency level on the choice of language learning strategies of 150 Iranian EFL students (81 males and69 females) with diverse high school majors (Empirical sciences, Humanities, and Physics-Mathematics). It alsoattempts to determine the frequency and types of Oxford s strategy categories reported by Iranian EFL students.The quantitative data were gathered through Oxford s Strategy Inventory for Language Learning (SILL) and a background questionnaire. The analysis of the data was conducted using SPSS version 0.11. Results of the analysis indicated no meaningful relationship between language learning strategies and variables like academic specializationand gender. However, proficiency level was found as an important and influential factor on the choice of LLS (the moreproficient the learners are, the more strategies they use). On the whole Iranian students were medium strategy users. The most frequent strategy category was metacognitive, whereas the least frequent one was affective

کلیدواژه ها:

Language learning strategies (LLS) ، Strategy Inventory of Language Learning (SILL) ، and academic specialization