ESP vs EFL; The Case of Learning Strategy Use in an Iranian Context
International Journal of Language and Linguistics
Volume 3, Issue 6, November 2015, Pages: 440-447
Received: Nov. 17, 2015; Accepted: Nov. 26, 2015; Published: Dec. 14, 2015
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Authors
Aliasghar Ahmadishokouh, Language Department, Faculty of Humanitarian, Tarbiat Modares University, Tehran, Iran
Ali Derikvand, Language Department, Islamic Azad University, Khoramabad, Iran
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Abstract
Learning strategies and learner strategies known as two key variables have affected language learning. These strategies also play a sensitive role in the learning context and in the learner’s internal processing preferences. The present study attempted to investigate language learning strategies used by Iranian EFL and ESP learners. The study sample consisted of 66 language learners (33 EFL learners and 33 ESP learners.). The research instrument was the Strategy Inventory for Language Learning (SILL) questionnaires (Oxford, 1990a), which is a standardized measure with versions for English as a second language (ESL) students and students of a variety of other languages. Independent-sample T-test was used to compare the means of ESP and EFL learners. The results of the study showed that there is a significant difference between Iranian EFL and ESP learners in terms of employing learning strategies. Furthermore, in order to find the difference within each group in using language learning strategies, repeated-measures on way ANOVA was used. The results of the study showed that there is a significant difference within each group of language learners (ESP and EFL) when it comes to employing learning strategies.
Keywords
Language Learning Strategies, EFL Learners, ESP Learners
To cite this article
Aliasghar Ahmadishokouh, Ali Derikvand, ESP vs EFL; The Case of Learning Strategy Use in an Iranian Context, International Journal of Language and Linguistics. Vol. 3, No. 6, 2015, pp. 440-447. doi: 10.11648/j.ijll.20150306.28
Copyright
Copyright © 2015 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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