language learning strategies (LLS) used by Iranian EFL immersion learners and classroom learners

This study investigated the differences in language learning strategies (LLS) used by Iranian EFL immersion learners and classroom learners. A mixed-methods approach was used, including a survey and interviews, to collect both quantitative and qualitative data on LLS use. The findings showed that immersion learners and classroom learners in Iran use different types of LLS, with immersion learners relying more on social and affective strategies and classroom learners relying more on cognitive and metacognitive strategies. These findings are consistent with previous studies that have compared LLS use across different learning contexts. The study also found a positive relationship between LLS use and language proficiency, with higher proficiency levels associated with increased use of all types of LLS. These findings have important implications for language education programs in Iran and other similar contexts, and suggest that tailored language education programs that meet the diverse needs of learners are essential for effective language learning.

Keywords:

EFL , immersion learners , classroom learners