چکیده:
Gaining insights into the learners’ individual characteristics such as beliefs about language learning and their relationship with learning strategies is essential for planning effective language instruction. Thus, the present study investigated the relationship between beliefs about language learning and learning strategy use in Iranian high school students. This study also compared the correlation of the two variables between males and females and monolingual and bilingual students. The strategy inventory for language learning (SILL) and the beliefs about language learning inventory (BALLI) were used to collect data from four hundred and sixty-two high school students from different cities of the country. Descriptive analyses, Pearson r correlation, and the Fisher z-transformation test, were used to analyze the data. The results revealed that the students used metacognitive strategies most and compensation and affective strategies least. Also, they held strong motivational beliefs about English language learning. Significant positive correlations were found between beliefs and strategy categories. The strongest correlation was found between the students’ metacognitive strategies and their motivation and expectations. The findings revealed no significant difference between the correlation coefficients of monolinguals and bilinguals, and males and females in terms of their language learning beliefs and strategies. Regarding the pedagogical implications of the results, it is discussed that knowledge of students’ language learning beliefs and their preferred strategies can lead teachers and educational authorities toward more informed instructional choices.
خلاصه ماشینی:
"Thus, the present study investigated the relationship between beliefs about language learning and learning strategy use in Iranian high school students.
Therefore, this study aimed to investigate the relationship between high school students’ language learning beliefs and strategies and to compare the correlation of the two variables between males and females and monolingual and bilingual students.
Learners’ beliefs about the nature of language and learning have been investigated and studied by some Iranian researchers in recent years (Harati, 2011; Ganjabi, 2011; Ghabanchi & Meidani, 2012; Khodadadi, 2009; Pishghadam & Pourali, 2011; Yamini & Dehghan, 2005).
As far as the researchers are aware, no comparative study has been done so far on the difference between the Iranian bilingual and monolingual male and female high school students in terms of using language-learning strategies and their beliefs about language learning.
DISCUSSION Research Question One Reviewing the results of the BALLI items reveals that high-school students held different beliefs and opinions about English language learning.
This implies that the relationship between beliefs about language learning and strategy use is not affected by gender in Iranian high school students.
The insignificant difference between the two groups means that the relationship between beliefs about language learning and strategy use is not influenced by the state of bilingualism in Iranian high school students.
Effects of motivation and gender on the choice of language learning strategies by Iranian postgraduate students Pertanika Journal of Social Sciences & Humanities, 19(1), 159 - 171."