Certain learners are less sensitive to learning environments and can always learn, while others are more sensitive to variations in learning environments and may fail to learn (Cronbach & Snow, 1977). We refer to the former as high learners and the latter as low learners. One important goal of any learning environment is to bring students up to the same level of mastery. We showed that an intel...

language learning strategies have been controversial ever since rubin’s (1975) landmark article more that 30 years ago. to this day, there is no consensus regarding exactly what a strategy is, which has impeded research initiatives and at times threatened the validity of research findings. the relationship between strategies and successful language learning has also been questioned. based on th...

Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS). This study, first, examined whether there was any relationship between Iranian EFL learners’ LLS, on the one hand, and their MI, L2 proficiency, on the other hand. In so doing, it explored the relationship of the overall L2 strategy as well as individual st...

the present study adopts the perspective that metacognitive strategy instruction is bound to occur inside the classroom especially on oral tasks. accordingly, the researchers investigated whether metacognitive strategy instruction prior to oral tasks was more successful than conventional ways in improving efl learners’ oral proficiency. to this end, 56 participants studying in a language school...

The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of EFL learners. To this end, 88 EF...

This research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participants in the first experimental groups – a male and a female group – were undergone a ten-week treatment including the linear strat...

This study intended to develop a model describing speaking strategies for EFL learners by taking into account the effects of learners’ gender and proficiency on the application of strategies. Accordingly, this study was planned to have two main analyses, namely qualitative and quantitative. In this respect, 30 EFL learners' viewpoints were sought, and then, based on the elicited responses, a 21...