The Relationship between Iranian EFL Learners’ Beliefs about Language Learning and Their Use of Learning Strategies

Fereshteh Khaffafi Azar, Mahnaz Saeidi


The present study investigated the relationship between Iranian EFL learners’ learning strategies use and their language learning beliefs. A sample of 200 Iranian EFL learners who were all English language learners at different language institutes participated in this study. Two instruments, Beliefs about Language Learning Inventory (BALLI) and the Strategy Inventory for Language Learning (SILL), were used to collect data. The data analysis, through Pearson Correlation, revealed a positive significant relationship between overall BALLI and SILL, which indicates that learners with stronger beliefs use more learning strategies. Further, the results of Regression analysis indicated that only the “learning and communication strategies” and “foreign language aptitude” subscales in BALLI are significant predictors of overall strategy use. The findings of the present study suggest that understanding learners’ beliefs about language learning is critical to understand strategies used by learners and accordingly plan proper language instructions.

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English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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