An Investigation into the Impact of Language Learning Strategy Instruction on the Less Successful Iranian EFL Learners’ L2 Achievement

Document Type : Research article

Authors
H. Soodmand Afshar 1
M. Bayat 2
1 Ph.D. Bu-Ali Sina University, Hamedan
2 MA Bu-Ali Sina University, Hamedan
10.29252/LRR.12.3.1
Abstract
The present study investigated the impact of language learning strategy instruction on the enhancement of less successful Iranian English as a Foreign Language (EFL) learners’ L2 achievement. To this end, 40 less successful EFL students took part in the study, 20 of whom were trained based on CALLA (Cognitive Academic Language Learning Approach) and the rest formed the control group. A complete TOEFL PBT test was administered to the 40 participants of the study to homogenize them in terms of language proficiency.The results of two independent samples t-tests and two separate paired samples t-tests indicated that explicit strategy instruction had a significant positive impact on L2 achievement of less successful Iranian EFL learners as the participants in the experimental group significantly outperformed their counterparts in the control group. The results of the current study might contribute to the educational policymakers, materials writers, syllabus designers, curriculum developers, and foreign language teachers to incorporate learning strategies in their policies, curricula, syllabi, materials, and instructional tasks if they intend to boost EFL learners’ L2 achievement.

Keywords

Subjects

Ahmadi, A., & Mahmoodi, S. (2012). Language learning strategy use and instruction for the Iranian EFL learners: A mixed methods approach. RALS, 3(2), 107-134.
Anderson, N. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99-109). Cambridge University Press.
Brevik, L., M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing.
DOI: 10.1007/s11145-019-09951-w.
Bruinsma, M. (2004). Motivation, cognitive processing and achievement in higher education. Learning and Instruction, 14(6), 549-568.
Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Addison-Wesley Publishing Company.
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25(1), 112-130.
Chamot, A. U., & Harris, V. (2019). Learning strategy instruction in the language classroom: Issues and implications. Multilingual Matters.
Cohen, A. D. (1990). Language learning: Insights for learners, teachers, and researchers. Newbury House.
Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman.
Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 32-39.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C.Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 589-630). Oxford: Blackwell.
Eivazi, T., & Khoshnevis, I. (2017). The effect of self-regulated strategy instruction on Iranian EFL learners’ writing ability. The Journal of Applied Linguistics, 9(19), 21-36.
Fathi, J., Derakhshan, A., & Torabi, S. (2020). The effect of listening strategy instruction on second language listening anxiety and self-efficacy of Iranian EFL learners. Sage Open, 10(2), 1-3.
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower‐intermediate learners of French. Language Learning 58(4), 747-783.
Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 83–98). Cambridge University Press.
Hassan, X., Macaro, E., Mason, D., Nye, G., Smith, P., & Vanderplank, R. (2005). Strategy training in language learning: a systematic review of available research. University of London, EPPI-Centre.
Herrera, S., & Murry, K. (2011). Mastering ESL and bilingual methods: Differentiated instruction for culturally and linguistically diverse (CLD) students (2nd ed.). Allyn & Bacon.
Kamp, M. T. V. D., Admiraal, W., &, Rijlaarsdam, G. (2016). Becoming original: Effects of strategy instruction. Instructional Science, 44(1), 543-566.
Kumaravadivelu, B. (2001). Toward post method pedagogy. TESOL Quarterly, 35(4), 537-560.
Lopez-Jimenez, M. D. (2014). A critical analysis of the vocabulary in L2 Spanish textbooks. Porta Linguarum, 21 (1), 163-181.
Macaro, E. (2001). Learning strategies in foreign and second language classes. Continuum.
Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age, and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338-352.
Manoli, P., Papadopoulou, M, & Metallidou, P. (2016). Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classroom. System, 56(1), 54-65.
Mehrpour, S., Sadighi, F., & Bagheri, Z. (2012). Teaching reading comprehension strategies to Iranian EFL pre-university students. The Journal of Teaching Language Skills (JTLS), 4(1), 107-139.
Ngo, N. (2019). Understanding the impact of listening strategy instruction on listening strategy use from a socio-cultural perspective. System, 81(1), 63-77.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Newbury House.
Oxford, R. (2001). Language learning styles and strategies. In Celce-Murcia, M. (Ed.), teaching English as a second language (pp. 359-366). Heinle/Thomson Learning.
Oxford, R. (2017). Teaching and Researching Language Learning Strategies: Self-Regulation in Context (2nd Edition). Routledge.
Philips, D. (2003). Preparation for the computer and paper tests. Longman.
Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(1), 993-1038.
Skehan, P. (1989). Language learning strategies: Individual differences in second language learning. Edward Arnold.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn and Bacon.
Rose, H. (2012). Reconceptualizing strategic learning in the face of self-regulation:Throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92-98.
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41- 51.
Soodmand Afshar, H., Ketabi, S., & Tavakoli, M. (2010). An investigation into good and poor Iranian EFL Majors’ vocabulary learning strategies. TELL, 3(10), 45-74.
Tseng, W., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(1), 467-470.
Wong, L. L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163.
Yeldham, M., & Gruba, P. (2014). Toward an instructional approach to developing interactive second language listening. Language Teaching Research, 18(1), 33-53.
Language Related Research
Volume 12, Issue 3 - Serial Number 63
July and August 2021
Pages 1-24