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Language Learning Strategy Use; Does Critical Thinking Make a Difference?

Author

Listed:
  • Abbas Ali Zarei

    (Associate Professor, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran)

  • Fatemeh Karami Zarandi

    (MA, Imam Khomeini International University, Qazvin, Iran)

Abstract

The present study was an attempt to investigate the effect of critical thinking level on Iranian EFL learners’ choice of language learning strategies. The participants were 93 male and female B.A. level Iranian students majoring in English language teaching and English translation at Imam Khomeini International University in Qazvin; Zanjan University; and Kar non-profit University in Qazvin. Data were collected using the Strategy Inventory for Language Learning (SILL), and Peter Honey’s Critical Thinking Scale. The participants were divided into three levels (High, Mid, Low) of critical thinking based on their scores on the critical thinking questionnaire. The participants’ strategy use in the three groups was compared using six separate one-way ANOVA procedures. The results showed that the level of critical thinking significantly influenced students’ choice of memory, cognitive, metacognitive and social strategies, but had no significant effect on the choice of compensation and affective strategies. The findings of this study may have both theoretical and pedagogical implications for learners, teachers, and syllabus designers.

Suggested Citation

  • Abbas Ali Zarei & Fatemeh Karami Zarandi, 2015. "Language Learning Strategy Use; Does Critical Thinking Make a Difference?," English Literature and Language Review, Academic Research Publishing Group, vol. 1(6), pages 48-55, 09-2015.
    • Handle: RePEc:arp:ellrar:2015:p:48-55
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