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Data were collected from 369 engineering students in Azad University of Tabriz using demographic items and the SILL instrument. ANOVA, LSD, and t-tests analyzed differences and patterns. Results show the highest metacognitive strategy use, followed by social, cognitive, compensation, memory, and affective strategies, with significant effects for proficiency and extra education but not gender.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-vol-5-no-5-october-2014-language-learning-strategy-use-among-iranian-engineering-efl-learners/589647/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-vol-5-no-5-october-2014-language-learning-strategy-use-among-iranian-engineering-efl-learners/589647.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the study on Iranian EFL learners’ strategy use?","Question",{"text":112,"@type":113},"The study aims to understand language learning strategy use among Iranian EFL learners and determine whether strategy use relates to proficiency level, gender, and extra education in language institutes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data and instruments collected in this research?",{"text":117,"@type":113},"Data were collected from 369 engineering students using two questionnaires: a demographic questionnaire and the Strategy Inventory for Language Learning (SILL).",{"name":119,"@type":110,"acceptedAnswer":120},"Which strategy types showed the highest and lowest mean scores?",{"text":121,"@type":113},"Metacognitive strategies had the highest mean (M=3.57), while affective strategies had the lowest mean (M=2.84).",{"name":123,"@type":110,"acceptedAnswer":124},"Did learners’ strategy use differ by gender, according to the study?",{"text":125,"@type":113},"No significant difference was found between learners’ strategy use and gender, while significant differences appeared across proficiency level and extra education.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},589647,1792162286,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":41,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies  \nISSN: 2203-4714  \nVol. 5 No. 5; October 2014  \nCopyright © Australian International Academic Centre, Australia  \nLanguage Learning Strategy Use among Iranian Engineering  \nEFL Learners  \nNaemeh Nahavandi  \nUniversity Putra Malaysia  \n[E-mail: naemeh.nahavandi@gmail.com](E-mail: naemeh.nahavandi@gmail.com)  \nJayakaran Mukundan (Corresponding author)  \nUniversity Putra Malaysia  \nE-mail: [jayakaranmukundan@yahoo.com](jayakaranmukundan@yahoo.com)  \nDoi:10.7575/aiac.alls.v.5n.5p.34  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.34](http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.34)  \nReceived: 13/06/2014  \nAccepted: 13/08/2014  \nAbstract  \nThe present study aimed at understanding the language learning strategy use of Iranian EFL learners’ about learning a foreign language. The main purpose of the study was to understand if there was any relationship between proficiency level, gender and extra education in language institutes and strategy use. To achieve this end, 369 engineering students were selected based on random sampling in Azad University of Tabriz, Iran. Data were collected using two questionnaires: a demographical questionnaire and the Strategy Inventory for Language Learning (SILL) . ANOVA, LSD & t-test were used for analyzing the data. The results of the study indicated highest mean average of metacognitive (M=3.57), followed by social (M=3.27), cognitive (M=3. 12), compensation (M=3.07), memory (M=2. 89) and affective (M=2.84) strategies. Furthermore, the results indicated a significant difference among learners ’ strategy use, proficiency level and extra education in language institutes. Nevertheless, no significant difference was found between learners ’strategy use and gender. The study ended with some pedagogical implications.  \nKeywords: Iranian EFL engineering learners, SILL  \n1. Introduction  \nIndividualism, where individual values and differences were recognized and respected, burgeoned during second half of the twentieth century. The shift of attention from considering human beings as physical identities to considering them as totality of physical, cognitive and affective variables has changed the way education is considered. The studies related to individual differences in learning are well documented (Brown, 2007; Dornyei, 2007, 2009; Hong-Nam and Leavell, 2007; Ellis, 2012; Skehan, 1989) . It has been more than three decades that researchers have tried to establish a direct relationship among different individual factors and measures of L2 learning. Language learning strategies, being an essential key factor in language learning have attracted lots of attention these days due to the cognitive revolution from behaviorism to cognitive science in psychology. (Nahavandi &Mukundan, 2014) . The attention on the characteristics of a good language learner (Rubin & Thompson, 1994; Stern, 1975) and a shift of interest from the teacher to the learner (Ellis, 2012; Nahavandi, 2011; Nahavandi & Mukundan, 2012) as well as shift of focus from product oriented learning to process oriented one (Nahavandi, 2013; Nahavandi & Mukundan, 2013a, Nahavandi & Mukundan, 2013b; Nahavandi & Mukundan, 2013c ), has directed the attention to learning strategies that individual learners apply during the learning process (Wenden, 1991) . To put it in another way, the main concern of the second or foreign language researchers has been on how the learners process new information and the kinds of strategies they employ in learning, understanding, or remembering these information. For Palmer & Goetz,(1988) learners’knowledge of their learning influences the way and the result of their own learning. Furthermore, as Nisbet & Shucksmith,(1986) claim learners ’understanding of learning strategies affects their choice of strategies. Although there have been numerous studies in strategies of learning, to date, to the researcher ’s best knowledge, no comparative study was found on a sample of nonEnglish ma","cbCaitPW2bnEHW7j","https://ap.wps.com/l/cbCaitPW2bnEHW7j","pdf",209621,12,"English","# Abstract\n# Keywords\n# 1. Introduction\n# 2. Background of Study","[{\"question\":\"What is the main objective of the study on Iranian EFL learners’ strategy use?\",\"answer\":\"The study aims to understand language learning strategy use among Iranian EFL learners and determine whether strategy use relates to proficiency level, gender, and extra education in language institutes.\"},{\"question\":\"How were the data and instruments collected in this research?\",\"answer\":\"Data were collected from 369 engineering students using two questionnaires: a demographic questionnaire and the Strategy Inventory for Language Learning (SILL).\"},{\"question\":\"Which strategy types showed the highest and lowest mean scores?\",\"answer\":\"Metacognitive strategies had the highest mean (M=3.57), while affective strategies had the lowest mean (M=2.84).\"},{\"question\":\"Did learners’ strategy use differ by gender, according to the study?\",\"answer\":\"No significant difference was found between learners’ strategy use and gender, while significant differences appeared across proficiency level and extra education.\"}]","Advances in Language and Literary Studies - Vol. 5 No. 5 - October 2014 - Language Learning Strategy Use among Iranian Engineering EFL Learners | PDF",1792067839]