An investigation of Iranian EFL teachers and learners’ attitudes towards using language learning strategies

Article Sidebar

PDF
Published: Feb 29, 2020
Updated: 2020-02-29
Versions:
2020-02-29 (3)
DOI: https://doi.org/10.18844/gjflt.v10i1.4492

Main Article Content

Ehsan Namaziandost
Islamic Azad University, Department of English, Faculty of Humanities, Shahrekord Branch, Shahrekord, Iran
https://orcid.org/0000-0002-8393-2537
Ava Imani
University of Isfahan, General Linguistics, Iran
Meisam Ziafar
Islamic Azad University, Department of English, Faculty of Humanities, Shahrekord Branch, Shahrekord, Iran
https://orcid.org/0000-0003-1476-3351

Abstract

Language learning strategies (LLS) refer to the processes and actions that are consciously deployed by language learners to help them to learn or use a languagemore effectively. Considering the importance of LLS, insufficient studies have been carried out on understanding both teachers and learners’ opinions towards using LLS in Iranian educational context. Therefore, in this project, Iranian English as a foreign language (EFL) teachers and learners’ opinions towards using LLS have been investigated. To fulfill this objective, 20 teachers and 20 learners filled out a questionnaire. After gathering the data and analyzing them, the findings revealed that the Iranian EFL Teachers and learners’ opinions towards using LLS was significantly positive. Eventually, the researchers concluded with some suggestions for educators to adopt the flipped classroom technology to create better learning environments for their students and to reach better learning consequences. The results of this paper provide strong support learning strategies are very useful and helpful in learning English as a foreign language.


Keywords: Iranian EFL teachers and learners, teachers and learners’ opinions, language learning strategies (LLS)

Downloads

Download data is not yet available.

Article Details

How to Cite
Namaziandost, E., Imani, A., & Ziafar, M. (2020). An investigation of Iranian EFL teachers and learners’ attitudes towards using language learning strategies. Global Journal of Foreign Language Teaching, 10(1), 65–71. https://doi.org/10.18844/gjflt.v10i1.4492 (Original work published March 17, 2020)
Issue
Vol. 10 No. 1 (2020): February
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).