Innovation in Language Learning

The aim of this study was to explore the learning styles and strategies of students, to examine whether there is a significant relationship among the students’ language proficiency level, learning style and the reported choice of language learning strategies. Data were gathered from 60 Iranian university students with an average age of 22. The elicitation tools used were a Persian translation of the Strategy Inventory for Language Learning (SILL) (Oxford, 1990, V.07), the Perceptual Learning Style Questionnaire (PLSPQ) developed by Reid (1987) and a language proficiency test. The data analysis of the first questionnaire revealed that Iranian university learners employed learning strategies with medium frequency and metacognitive strategies were favored the most while memory strategies were favored the least. The analysis of the second questionnaire revealed that students’ major learning style preferences were visual learning and individual learning. The results of t-test regarding the use of learning strategies by language proficiency level showed significantly more strategy use among the students with higher proficiency. High proficiency learners also reported significantly more use of social strategies. Memory strategies significantly correlated with cognitive strategies and the analysis with respect to the relationship between learning styles and strategies revealed that auditory styles had a significant relation with cognitive, affective and social strategies. There was also a significant relationship between the individual learning style and compensation strategies. Finally, important pedagogical recommendations are made for the English teachers, syllabus designers and curriculum developers and directions for future research are included.