Relationship between EFL In-service Teachers’ Language Learning Strategies and their Beliefs toward Teaching Methodologies

Musa Farmanlu, Seyed Jalal Abdolmanafi-Rokni


By the advent of new theories and approaches toward language teaching, a lot of attention has been paid to the role of those approaches on language learners. Superiority of psychology and linguistics in the area of language teaching urged scholars to develop new theories and techniques through a defined procedure. Most of the time the role of teacher’s experience as learner has been neglected. The present study was an attempt to investigate the relationship between EFL In-service teachers’ language learning strategies and their beliefs toward teaching methodologies. To find the relationship, a questionnaire was applied. The questionnaire in the study consists of three measures: (1) the individual background; (2) strategy inventory for language learning (Version 7.0 for ESL/EFL, Oxford, 1990); and, (3) beliefs toward English teaching methodologies (Chen, 2005). It was given to 252 in-service English teachers (136 female, 116 male) majoring in TEFL. To analyze the quantitative data of the present study, descriptive as well as inferential analysis including ANOVA and Pearson’s correlations were used to investigate the relationships between language learning strategies and teaching beliefs toward EFL methodologies. Based on the teachers’ answers to the questionnaire, there was a meaningful relationship between language learning strategies and teacher’s methodology. The information provided in the present research can be helpful for teachers, policy holders of institutes and material developers. This study has also some implications for the researchers interested in teacher’s education studies.



Language learning strategies, methodology, in-service course

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