Distance Context and Language Learning Strategies: A Study of Moodle-Based Context among EFL Learners in Iran

Abdullah Sarani, Behzad Ghonsooly, Rasoul Najjar

Abstract


Abstract: Distance language learning has attracted the interests of Second/ Foreign language teachers over the world as a result of new developments in Information and Communication Technology. Although self-regulation, autonomy,independency of the learners, and strategy development play a central role in distance language learning (white 2003), some distance contexts used for teaching purposes do not consider the above learner-based principles. This study explores distance language learner strategies among 60 participants studying English for Academic Purposes within Moodle distance context. Two questionnaires were given to the participants to find out which strategy they usedand at what level. The questionnaires (background questionnaire and SILLquestionnaire Version 7.0) proposed by Oxford (1990) explored 50 strategies.The results showed that although distance language learners have their own specific patterns of strategy, they are low level strategy users at a moodle-based distance language learning context. Furthermore, we found no statistical significant differences between males and females using strategies within the distance context.

Key words: Distance Language Learning, English for Academic Purposes,Language Learning Strategies, Moodle-Based Distance Context.


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