Affect and Strategy Use: The Relationship between EFL Learners’ Self-esteem and Language Learning Strategies

Abstract

The purpose of this study was to investigate the relationship between Language Learning Strategies (LLSs) and Global Self-esteem (GSE) among college-level EFL learners. It was also meant to know which strategies are more frequent among learners. One hundred and twenty seven undergraduate students majoring in English at Lorestan University participated in the study. Two questionnaires, i.e. the Oxford’s (1990) Strategy Inventory for Language Learning (SILL), and the Rosenberg Self-Esteem Scale (RSES), were used for data collection. The data obtained were subjected to descriptive statistics, and correlational analyses were done to determine the relationship between total GSE and total LLSs as well as the six categories of learning strategies, separately. Also, t-tests were conducted to compare self-esteem mean scores of high and low strategy users. Males and females’ LLSs and GSE were then compared using t-test. The findings of the study revealed that LLSs correlate significantly with GSE. Among LLS categories, cognitive strategies and compensation strategies indicated the highest correlation with the learners’ self-esteem. However, affective strategies were the least correlated category with self-esteem. Furthermore, it was indicated that gender is not a determinant factor for being a high or low strategy user, and does not affect self-esteem.