Can Learning Strategies Predict Language Proficiency? A Case in Iranian EFL Context

Abstract

The interactions between individuals and their cognitive traits results in language learning. The aim of this article is to investigate the relationship between Iranian EFL learners’ language learning strategies and their language proficiency. Therefore, the Strategy Inventory for Language Learning (ILLS) and Michigan English Language Proficiency Test (MELPT) were administered to a group of 63 students studying English language to determine the best predictors of language proficiency regarding the five subscales of the ILLS. Analysis by Pearson product-moment correlation showed significant correlations between cognitive strategies and Iranian EFL learners’ language proficiency. Moreover, regression analysis discovered that cognitive strategies could predict language proficiency by explaining 0.59% of the changes in Iranian learners’ language proficiency. The educational and scientific consequences and implications of the study are discussed.