ESP vs EFL; The Case of Learning Strategy Use in an Iranian Context

Aliasghar Ahmadishokouh

doi:10.11648/j.ijll.20150306.28

Abstract

Learning strategies and learner strategies known as two key variables have affected language learning. These strategies also play a sensitive role in the learning context and in the learner’s internal processing preferences. The present study attempted to investigate language learning strategies used by Iranian EFL and ESP learners. The study sample consisted of 66 language learners (33 EFL learners and 33 ESP learners.). The research instrument was the Strategy Inventory for Language Learning (SILL) questionnaires (Oxford, 1990a), which is a standardized measure with versions for English as a second language (ESL) students and students of a variety of other languages. Independent-sample T-test was used to compare the means of ESP and EFL learners. The results of the study showed that there is a significant difference between Iranian EFL and ESP learners in terms of employing learning strategies. Furthermore, in order to find the difference within each group in using language learning strategies, repeated-measures on way ANOVA was used. The results of the study showed that there is a significant difference within each group of language learners (ESP and EFL) when it comes to employing learning strategies.

Highlights

Different people employ various techniques to learn different things
Error Mean .083 .112 .102 .119 .126 .154 .089 .162 .090 .137 .114 .170. As it can be seen from descriptive statistics table and its associated bar graph, the results show that the means of Iranian EFL learners on all strategies exceed those of ESP learners
The main objective of the present study was to investigate the use of learning strategies by Iranian EFL and ESP learners

Summary

Introduction

Different people employ various techniques to learn different things. Scholars use the term "learning strategies" to introduce this phenomenon. Learning strategies and learner strategies as two key variables affecting language learning, are no longer new terms to many teachers and educators. Today, learning strategies are becoming widely recognized through education in general and language learning in particular. These strategies are "specific behaviors or thought processes" (Oxford, 1990a) that language learners can employ to promote their language learning. Learning strategies are defined as “specific actions, behaviors, steps, or techniques such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task used by students to enhance their own learning” To promote students’ language learning and to facilitate learner autonomy, language-learning strategies are key factors for teachers and instructors that should receive enough attention. In a rather similar vein, Cohen (2012) defined language learning strategies as “thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very onset of learning to the most advanced levels of targetlanguage performance” (p. 136)

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