Investigating Language Learning Strategies in ELT

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.