رابطه میان راهبردهای یادگیری، سبک های یادگیری وخودمختاری زبان آموزان

the aim of the current study was to investigate the relationship among efl learners learning style preferences, use of language learning strategies, and autonomy. a total of 148 male and female learners, between the ages of 18 and 30, majoring in english literature and english translation at islamic azad university, central tehran were randomly selected. a package of three questionnaires was administered among participants: the perceptual learning style preferences (plsp) by reid (1987), the strategy inventory for language learning (sill) by oxford (1990), and a questionnaire of autonomy (act) by spratt, humphreys, and chan (2002). the relationship among learners learning style preferences, use of language learning strategies, and autonomy was investigated using pearsons product-moment correlation coefficient. preliminary analyses were performed to ensure no violation of the assumptions of normality, linearity and homoscedasticity. the results of pearson correlation indicated that there is a significant and positive correlation between efl learners learning style preferences & use of language learning strategies (r = 0.83, p < 0.05), learning style preferences & autonomy (r = 0.78, p < 0.05), and use of language learning strategies & autonomy (r=0.90, p < 0.05). also, there were significant and positive correlations among different language learning strategies and learning style preferences, different language learning strategies and autonomy, and different learning style preferences and autonomy. running multiple regression showed that learners learning style preferences and learning strategies predicted autonomy. visual style predicted 62.4 percent of scores on autonomy, while group style increased the predictive power to 68.3 percent, and auditory learning style added up the percentage of prediction only to 71.9 percent. also, among language learning strategies, cognitive strategies predicted 70.4 percent of scores on autonomy, memory strategies increased the predictive power to 79.2 percent, affective strategies added up the percentage of prediction to 84.8 percent and finally the metacognitive strategies leveled the prediction to 85.1 percent. regarding the findings of the study, the obtained results may help efl teachers, educators, and material developers to possess a broader perspective and bear in mind the benefits of developing efl learners learning style preferences and language learning strategies when dealing with promoting autonomy and take practical steps toward the attainments of the desired objectives in profession.