Khabiri, M., Jazebi, S. (2010). On Iranian EFL Teachers’ Language Learning Strategies, Teaching Strategies, and Qualifications. Journal of English Language Studies, 1(3), -78.
Mona Khabiri; Sepideh Jazebi. "On Iranian EFL Teachers’ Language Learning Strategies, Teaching Strategies, and Qualifications". Journal of English Language Studies, 1, 3, 2010, -78.
Khabiri, M., Jazebi, S. (2010). 'On Iranian EFL Teachers’ Language Learning Strategies, Teaching Strategies, and Qualifications', Journal of English Language Studies, 1(3), pp. -78.
Khabiri, M., Jazebi, S. On Iranian EFL Teachers’ Language Learning Strategies, Teaching Strategies, and Qualifications. Journal of English Language Studies, 2010; 1(3): -78.
On Iranian EFL Teachers’ Language Learning Strategies, Teaching Strategies, and Qualifications
1Assistant Professor of Applied Linguistics, Islamic Azad University Central Tehran Branch, Iran
2PhD Candidate of Applied Linguistics, Islamic Azad University Science & Research Branch, Tehran, Iran
Abstract
Different factors determine language teachers’ degree of success in their teaching practices. Among these factors, teachers’ own learning experience can play a pivotal role since it affects teachers’ attitudes toward aspects of the knowledge they are to teach. Educators and researchers may have paid less attention to an indispensable component of teachers’ learning experience: learning strategies, which is the focus of this study. This research aimed at finding out whether Iranian EFL teachers use their own learning strategies to teach English. Furthermore, the study investigated whether teachers’ qualifications had any significant effect on their use of language learning strategies and teaching strategies. The data was obtained two questionnaires, the Strategy Inventory for Language Learning (SILL) and the Strategy Inventory for Language Teaching (SILT). The findings suggested that there was a significant relationship between the teachers’ learning and teaching strategies and that teachers’ use of language learning strategies could significantly predict their employment of teaching strategies. Investigating the effect of teachers’ qualification on their strategy use revealed that more-qualified teachers outperformed the less-qualified ones in their use of learning and teaching strategies.
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