Abstract
There are over one billion people learning English worldwide. Many learners progress in English classes, however, their language skills either stagnate or regress when the support of the teacher and formal classes is removed. This mixed method study explores teacher and learner perspectives and practices regarding English Language Learning Strategies (ELLSs) in adult English as a Foreign language classes in Iran. Although these strategies encourage learner independence resulting in successful language learning, findings suggest contradiction exists for both teachers and learners between beliefs in the value of language learning strategies and practices which encourage learner dependence.
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