A Study of Language Learning Strategies Used by EFL Learners in Iran: Exploring Proficiency Effect on English Language Learning Strategies

The present study was carried out to investigate whether there is any relationship between the language learners' general language proficiency level and language learning strategies at elementary and intermediate level in Iran. The research tried to find out how learners’ proficiency level influences language learning strategies employed by learners. In addition the study seeks to identify the most and the least used strategies by the above mentioned learners. Steps on measuring this factor are discussed in the research. Participants are adult language learners, about 100 Iranian men and women aged 13-48 who completed questionnaires provided by the researcher. These learners were in two different general learning levels (elementary and intermediate) of English language learning and their age and education are varied. According to the results of the SILL, the findings indicate that the use of cognitive strategies had the strongest relation to English proficiency and higher proficiency EFL students use cognitive, metacognitive and social strategies more often than students with lower proficiency level proficiency. In contrast, there is no significant difference in the use of memory strategies between higher and lower proficiency EFL students. In addition, both higher and lower proficiency EFL students use compensation strategies more often than other strategies.