قیمت محصول :     10000 تومان
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سبد خرید

  • سبد خریدتان خالی است.
  • تاریخ ارائه محصول : 09 / 08 / 2019
  • بازدید : 100 بار
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بررسی رابطه میان بکارگیری راهبردهای یادگیری ، سبک های یادگیری

بررسی رابطه میان بکارگیری راهبردهای یادگیری ، سبک های یادگیری و خلاقیت زبان آموزان

 The thrust of the current study was to investigate the relationship among EFL learners’ use of language learning strategies (SILL), learning style preferences (PLSP), and creativity (CR). To this end, a group of 148 male and female learners, between the ages of 19 and 32, majoring in English Translation and English Literature at Islamic Azad University, Central Tehran were randomly selected and were given three questionnaires: the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford (1990), the Perceptual Learning Style Preference (PLSP) questionnaire by Reid (1984), and a questionnaire of creativity (ACT) by O’Neil, Abedi, and Spielberger (1992). The relationship among language learning strategies, learning style preferences, and creativity was investigated using Pearson’s product-moment correlation coefficient. Preliminary analyses were performed to ensure no violation of the assumptions of normality, linearity and homoscedasticity. The results of this study indicated that there were significant and positive correlations between EFL learners’ learning strategies and learning style preferences (r = 0.83, p < 0.05), learning strategies and creativity (r=0.73, p < 0.05), and learning style preferences and creativity (r = 0.88, p < 0.05). Also, there were significant and positive correlations among different language learning strategies and learning style preferences, different language learning strategies and creativity, and different learning style preferences and creativity.  Running multiple regression showed that social strategy predicted 79.9 percent of scores on creativity, cognitive strategy increased the predictive power to 82.1 percent, affective strategy added up the percentage of prediction to 82.6 percent, and finally the metacognitive strategy leveled the prediction to 93.2 percent. Also, results of multiple regression for learning styles showed Kinesthetic learning style is the only variable entering the model to predict 93.1 percent of scores on creativity. It can be concluded that the obtained results may help EFL teachers and educators to bear in mind the benefits of developing their learners’ learning strategies and learning style preferences when dealing with promoting creativity in learners.

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