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Hossein Tavakoli and Reza Biria/ Elixir Appl. Ling. 69 (2014) 23076-23089 Available online at www.elixirpublishers.com (Elixir International Journal)
The impact of language-learning strategies on the development of reading comprehension Hossein Tavakoli1 and Reza Biria2 1
2
Department of English Language, Islamic Azad University, Izeh Branch, Iran. Department of English Language, Islamic Azad University, Khorasgan Branch, Iran.
ARTICLE INFO
A rt i cl e h i st ory : Received: 28 February 2014; Received in revised form: 29 March 2014; Accepted: 8 April 2014; K e y w or d s Language-Learning Strategies, Metacognitive Strategies, Cognitive Strategies, Memory Strategies, Compensatory Strategies, Affective strategies, Social strategies.
A B S T RA CT The present study was carried out to investigate the nature of the possible relationship between the use of language-learning strategies (LLSs) and Iranian EFL university students’ reading proficiency. The following research questions were addressed in this project: (1) is there a difference in types and frequency of language-learning strategies that are used by Iranian EFL University students from those reported in other research studies? (2) Is there a difference in strategy use due to gender variable? and (3) is there any relationship between strategy use and reading proficiency. One hundred senior EFL students participated in this study. All the subjects were required to complete the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) and a reading comprehension test selected from the TOEFL test. With respect to the first research hypothesis, it was found that metacognitive strategies are used most frequently than other strategy groups. With regard to the second hypothesis, this study showed no significant difference at p
