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Title
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Investigating the Relationship among Creative Thinking, Language Learning Strategy Use and L2 Achievement of Iranian EFL learners
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Type
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Presentation
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Keywords
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creative thinking, language learning strategy use, L2 achievement, Iranian EFL undergraduate students
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Abstract
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Abstract The present study investigated the relationship among creative thinking, language learning strategy use and L2 achievement of Iranian undergraduate EFL students. To this end, 80 students completed two Likert-scale questionnaires including Strategy Inventory for Language Learning (SILL) developed by Oxford (1990), and Creative Achievement Questionnaire (CAQ) developed by Carson (2005). The participants’ total GPAs were also collected from their university and were regarded as a measure of their L2 achievement. The results of three Pearson Product Moment correlations revealed that there was: a) a significant positive relationship between creative thinking and L2 achievement, c) a significant positive relationship between language learning strategy use and L2 achievement, but c) no significant relationship between the learners’ creative thinking and their language learning strategy use. The results of multiple regression analysis indicated that language learning strategy use was a stronger predictor of L2 achievement. The results further revealed that, compensation strategies and social strategies were respectively the most and the least frequently used strategies by Iranian undergraduate EFL students. The findings and implications are discussed in detail in the paper.
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Researchers
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(Second Researcher), Hassan Soodmand Afshar (First Researcher)
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