Vol. 4, No. 2 (March 2016)


On the Bond between Language Learning Strategies and Proficiency in an EFL Context

Dr. Jafar Afshinfar, Payame Noor University, Tehran, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 4(2), 05-09.      Download Full Text


Although English language teaching literature is replete with research on language learning strategies and variables such as motivation, proficiency, age, gender and learners’ beliefs in different cultural contexts, it seems that there is still room to address the possible relationship between language learning strategies and proficiency in an EFL context .To this end, a group of 135 English majors filled out Strategies Inventory for Language Learning strategies (Oxford 1990). Besides, the proficiency of the participants was determined on the basis of the teachers’ judgments about their students.. The results of the study indicated that the EFL learners in this study used all six categories of language learning strategies, regardless of their proficiency. At the same time it does seem that in Iranian context some categories are preferred over others. Specifically, metacognitive, social and cognitive strategies were more popular than affective, memory and compensation strategies across all levels of proficiency. In addition, the results showed that learners with average and high proficiency use more language learning strategies than learners with low proficiency.

Key words: Language learning strategies; Proficiency; EFL context


On the Relationship between Job-satisfaction, Motivation and Reflection of Iranian EFL teachers

Dr. Mohammad Ali Fatemi, Islamic azad University, Iran

Mr. Mohammadreza Hadipanah, Islamic azad University, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 4(2), 10-18.       Download Full Text


The objective of the present study was to investigate the correlation between Iranian EFL teachers' job satisfaction, motivation and their reflection. To this end, a sample including  345 Iranian EFL teachers from Birjand,  Nehbandan, Gonabad, Qaen, Ferdows, Mashhad, Khaf, and Torbat-e Heydarieh, according to Krejce and Morgan table (1979) was selected. Three instruments such as Job Satisfaction Questionnaire adopted from Karavas (2009), Teachers’ Motivation Questioner adopted from Mifsud (2011) and Reflection of Teachers developed by Akbari, Behzadpoor, and Dadvand (2010) were administered to the participants. Results of correlation coefficient indicated that EFL teachers Job satisfaction is directly and significantly correlated with their motivation in teaching. It was also found that there was a significant positive correlation between Iranian EFL teachers' motivation and their reflection in teaching. In addition results revealed that EFL teachers' job satisfaction is positively and significantly correlated with their reflection in teaching. These findings provide pedagogical implications for EFL teachers, and curriculum designers.

Key words: Job-satisfaction; Motivation; Reflection of Iranian EFL teachers

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