چکیده:
Learning strategies play leading roles on students’ understanding information and solving problems. Not being aware of learning strategies and their use may lead to students’ failure. Furthermore, conducting research on learning strategies is difficult as they are not observable directly and selecting a reliable method is an issue. Accordingly, this paper aims to investigate the significant contribution to the development of learning strategies within English Language Teaching (ELT) studies through reviewing three research-based related articles to adapt the findings to new research. The articles’ framework, designs, and methods investigated to choose the appropriate ones for a new study and ensure the reliability and validity of it. Regarding different sections of this paper, it explains the learning strategies related to the new study and describes its pedagogical context. Moreover, it compares and contrasts the articles’ research strategies and designs, methods of data collection and data analysis, validity, reliability as well as ethics. It also considers their shortcomings and discusses general implications for the new research project. Finally, it decides to conduct a case study design in a university setting in Iran consists of 22 undergraduate male and female students studying Teaching English as a Foreign Language (TEFL) motivated in acquiring English well. It will also employ mixed method research to collect more reliable data, apply think-aloud protocol and administer Strategy Inventory of Language Learning (SILL) questionnaire, use descriptive and content analysis and cross-check the findings in order to recognize students’ learning strategy usage
خلاصه ماشینی:
Accordingly, this paper aims to investigate the significant contribution to the development of learning strategies within English Language Teaching (EL T) studies through reviewing three research-based related articles to adapt the findings to new research.
It will also employ mixed method research to collect more reliable data, apply think-aloud protocol and administer Strategy Inventory of Language Learning (SILL) questionnaire, use descriptive and content analysis and cross-check the findings in order to recognize students' learning strategy usage.
"Strategies used by four Iranian EFL learners in reading ESP and GPE texts: A think-aloud case study" by Tabataba'ian and Zabihi (2011) and "An investigation into the factors affecting the use of language learning strategies by Persian EFL learners" by Rahimi, Riazi, and Saif (2008) are the second and third articles.
Wong and Nunan (2011) decided to conduct research to find whether there are any differences in the individual learning strategy preferences between more effective and less effective learners.
Although they believed learning strategies were the specific mental and communicative procedures (Chamot, 2005 cited in Wong & Nunan, 2011) and for studying these procedures qualitative data collection could be useful, they conducted quantitative research.
In sum, Wong and Nunan (2012) and Rahimi, Riazi, and Saif (2008) employed the quantitative method of data collection and administered different types of questionnaires while Tabataba'ian and Zabihi (2011) applied qualitative method of data collection and used think-aloud protocol.
Since Wong and Nunan (2011) did quantitative research and they administer the questionnaire, a test-retest procedure could support the reliability of their data collection (Best and Kahn, 2006; Bell, 2010) or use triangulation method.