On the Interplay of Self-Esteem, Proficiency Level, and Language Learning Strategies Among Iranian L۲ Learners

It is axiomatic that L۲ teaching and learning is a process that requires dynamic involvement of L۲ learners in the acquisition of knowledge and skills. L۲ learners need to be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective language learning strategies (LLSs) in order to build a high level of confidence in the learning process. The study was an attempt to examine the relationship between LLSs and L۲ learners’ self-esteem. To achieve such objectives, a questionnaire was administered to ۱۲۰ Persian L۲ learners. The results revealed that LLSs had a strong correlation with self-esteem. Besides, the same strong, positive correlation was also observed between the participants’ self-esteem and their L۲ proficiency level. It was finally underestood that of the L۲ independent variables of the study (i.e., self-esteem and L۲ proficiency level), it was the L۲ participants’ proficiency level that better accounted for their use of LLSs. Conducting studies like the present one may contribute effectively to the better teaching of an L۲ to L۲ learners.

Keywords:

Language learning strategies (LLSs) , Self-esteem , proficiency level , Iranian L۲ learners