on the interplay of self-esteem, proficiency level, and language learning strategies among iranian l2 learners

it is axiomatic that l2 teaching and learning is a process that requires dynamic involvement of l2 learners in the acquisition of knowledge and skills. l2 learners need to be assisted in setting individual learning goals. they should also be given the exposure to and guidance in effective language learning strategies (llss) in order to build a high level of confidence in the learning process. the study was an attempt to examine the relationship between llss and l2 learners’ self-esteem. to achieve such objectives, a questionnaire was administered to 120 persian l2 learners. the results revealed that llss had a strong correlation with self-esteem. besides, the same strong, positive correlation was also observed between the participants’ self-esteem and their l2 proficiency level. it was finally underestood that of the l2 independent variables of the study (i.e., self-esteem and l2 proficiency level), it was the l2 participants’ proficiency level that better accounted for their use of llss. conducting studies like the present one may contribute effectively to the better teaching of an l2 to l2 learners.