Does It Pay off? The Effect of Social and Cultural Capital on Learners’ Language Learning Strategies

Azizollah Dabaghi,Ali Mohammad Mohammadi

doi:10.5296/ijl.v4i2.1516

Azizollah Dabaghi, Ali Mohammad Mohammadi

Open Access

https://doi.org/10.5296/ijl.v4i2.1516

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Abstract

Language is a socio-cultural phenomenon. A large number of language learning strategies arise from the interactions between individuals and their socio-cultural contexts. The aim of this article was to explore the relationship between EFL learners’ language learning strategies and their social and cultural capital. To this end, the Social and Cultural Capital Questionnaire (SCCQ) and the Strategy Inventory for Language Learning (SILL) were administered to a sample of 63 undergraduate students majoring in English language so that the researchers could examine the best predictors of language learning strategies in terms of five factors of the SCCQ, namely, social competence, social solidarity, literacy, cultural competence, and extraversion. Results from Pearson product-moment correlation showed highly significant correlations between all five factors of SCCQ and learners’ language learning strategies. Moreover, results from the regression analysis revealed that a combination of literacy, social solidarity, and extraversion was the best predictor of language learning strategies by explaining 50% of the variances in EFL learners’ language learning strategies scores. The implications of the study are discussed.

Highlights

Last few decades, beginning from 70s, have witnessed a gradual and significant shift in education, resulting in less emphasis on teacher and teaching and more stress on learner and learning
The Social and Cultural Capital Questionnaire (SCCQ) and the Strategy Inventory for Language Learning (SILL) were administered to a sample of 63 undergraduate students majoring in English language so that the researchers could examine the best predictors of language learning strategies in terms of five factors of the SCCQ, namely, social competence, social solidarity, literacy, cultural competence, and extraversion
Results from the regression analysis revealed that a combination of literacy, social solidarity, and extraversion was the best predictor of language learning strategies by explaining 50% of the variances in EFL learners’ language learning strategies scores

Summary

Introduction

Last few decades, beginning from 70s, have witnessed a gradual and significant shift in education, resulting in less emphasis on teacher and teaching and more stress on learner and learning. Analysis of Chamot, Robin, and Anderson (2007) reveals that studies are directed to the point that learners can assume responsibility for using the strategies independently by raising awareness of language learning strategies, modeling of the strategies, strategy practice opportunities, self-evaluation of the effectiveness of strategy use and transfer of strategies to fresh tasks and situations. These investigators tried to identify the language learners’ learning and use strategies. No study to date has tried to examine the role of social and cultural capital in Iranian EFL students’ language learning strategies

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