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Results show that lower speaking grades relied on coping strategies less than higher-grade learners, and also reported lower autonomy compared with higher-proficiency students, with no significant difference between average and high grade groups.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nRelationship between EFL Learners’Autonomy and Speaking Strategies They Use in Conversation Classes  \nHadi Salehi (Corresponding author)  \nFaculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran  \n[E-mail: hadisalehi1358@yahoo.com](E-mail: hadisalehi1358@yahoo.com)  \nMarziyeh Ebrahimi  \nFaculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran  \nSusan Sattar  \nFaculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran  \nMohammad Shojaee  \nFaculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran  \nDoi:10.7575/aiac.alls.v.6n.2p.37  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.2p.37](http://dx.doi.org/10.7575/aiac.alls.v.6n.2p.37)  \nReceived: 05/ 11/2014  \nAccepted: 16/01/2015  \nAbstract  \nThe present study was conducted at Parsayan Language Institute in Isfahan, Iran. The students in pre-intermediate and intermediate classes were examined to investigate the relationship between degrees of learner autonomy, use of strategies for coping with speaking problems and the learners ’ success in their speaking classes. To determine the degree of correlation among degree of learner autonomy, use of strategies for coping with speaking problems, and success in speaking classes, a validated questionnaire was distributed among 50 participants. The participants were required to self-report the strategies they use when they have problems during speaking English and to report their degree of learner autonomy as an English language learner by choosing one of the items on the questionnaire. The analysis of the obtained results showed that learners with low speaking grades were weaker in comparison with learners with high speaking grades during the use of strategies for coping with speaking problems on the whole. Similarly, learners with low speaking grades reported themselves as less autonomous when compared to high proficiency learners of English, although the difference was not significant between the group of learners in average speaking grade and high grade level. The first desirable endpoint should be some kind of modification on the curriculum of language teaching in terms of development of learner autonomy. More chances for developing autonomy should be offered to the students so that they would get used to it and be more successful in communication skills.  \nKeywords: Learner Autonomy, Strategies for Coping with Speaking Problems in English, Speaking Classes  \n1. Introduction  \nLearner autonomy called the ability to take responsibility of one's own learning, which is specified as to have, and to hold, the responsibility for all the decisions concerning all aspects of this learning (Holec, 1981) . Strategies for Coping with Speaking Problems are the strategies speakers apply when they encounter some difficulties during speaking. When speakers cannot communicate the message, giving more examples to clarify themselves can be counted as examples and they have to use gestures and body language (Nakatani, 2006) . The ability to take responsibility of one's own learning, which is specified as to have, and to hold, the responsibility for all the decisions concerning all aspects of this learning is learner autonomy . The strategies speakers apply when they encounter some difficulties during speaking are Strategies for Coping with Speaking Problems.  \nThe ability to direct one’s own learning is more important in the area of foreign language study. At more advanced stages ofthe language learning process this is especially obvious, where learners often stay within the target culture (for example as part of a study abroad experience) . Independent learning skills are magisterial in these situations in order to cope with the demanding situation.","cbCaic9szMfstfLf","https://ap.wps.com/l/cbCaic9szMfstfLf","pdf",157770,"English","# Introduction\n## Research Question\n## Problem Statement and Related Literature\n# Abstract\n# Keywords","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"The study examined the relationship between EFL learners’ autonomy, their strategies for coping with speaking problems, and their success in speaking classes.\"},{\"question\":\"How were learners’ autonomy and coping strategies measured?\",\"answer\":\"Learners completed a validated questionnaire reporting their degree of autonomy and the strategies they use when they encounter difficulties speaking English.\"},{\"question\":\"What did the results show about students with low vs. high speaking grades?\",\"answer\":\"Learners with low speaking grades showed weaker overall use of strategies for coping with speaking problems and reported themselves as less autonomous than higher-speaking-grade learners.\"}]","Advances in Language and Literary Studies - Vol. 6 No. 2 - April 2015 - Relationship between EFL Learners’ Autonomy and Speaking Strategies They Use in Conversation Classes | PDF",1792067715,18]