خط مشی دسترسی
پرسش و پاسخ
Information of biblio record
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national bibliography number
Personal Name - Primary Intelectual Responsibility
Behnaz Ashraf Ganjooei
Title and statement of responsibility and
Language Learning Strategy Use for EFL E-Learners and Traditional Learners: A Comparative Study\ Ashraf Ganjooei, BehnazRahimi, Ali
Summary or Abstract
The present study is comparative research aimed at investigating language learning strategies used by EFL e-learners and traditional learners. To this end, it sought to compare and contrast the mentioned groups with respect to their preferences for language learning strategies, the frequency with which e-learners and t-learners use each language learning strategy type, the relationship between learners‟ English language proficiency level in each group with their language learning strategy use in general and in regard to subcategories of learning strategies, and the manifestation of differences in learners‟ use of strategies in each level of proficiency. Furthermore, the study attempted to investigate whether language learning strategy use can predict the proficiency level of the learners and the other way round. Two hundred (200) Iranian undergraduate EFL learners arranged in two groups participated in this study. The first group of 100 learners was selected from Shiraz Virtual University who were exposed to an e-learning program, and the second one was a 100-learner group going through a traditional course studying at Shiraz University. The study was conducted with a placement test (OPT), adopted from Allen (1985), and a questionnaire (SILL), developed by Oxford (1990b). The test was used to assess the learners‟ English language proficiency level, and the questionnaire was applied to estimate the frequency with which language learners use learning strategies. The data obtained through the application of the test and the questionnaire were subjected to descriptive and inferential statistics and the following analyses were run on the data: Independent Samples T-test, Pearson Correlation Coefficient, One-way ANOVA, and Standard Multiple Regression. The findings indicated that the type of education system has no contribution to language learning strategy use. No significant differences were observed with respect to the frequency with which the learners use each strategy type. It was also revealed that the effective use of strategies and the way learners usually go about learning is highly influenced by their level of proficiency in both groups. Finally, it was found that the use of learning strategies is predictable by learners‟ level of proficiency and the other way round.
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Personal Name - Alternative Intelectual Responsibility
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