Adult English Learners’ Strategy Use in Iran: Four Generations in Focus

Abstract

The present study aimed at investigating learning strategies of four different generations of Iranian EFL learners. To this end, twenty participants from four different generations were selected through purposive sampling. The participants had started learning English as a foreign language from 1973 onwards, with similarities and differences that provided insights into the functioning of their strategy use. The study used both qualitative (standard interviews and questionnaires) and quantitative (descriptive statistics) data to answer three questions about: (a) the most frequent strategy used; (b) the reason(s) for the popularity of such a strategy; and (c) historical determinants behind the differences observed. Results of the study revealed that memorization and rote learning†was the most frequent strategy used by all participants belonging to the four different generations. In addition, the findings revealed that using the 'mother tongue pronunciation in order to memorize the materials' was the least frequent strategy used by the participants. Finally, in light of historical perspectives, some implications were suggested about the changing popularity of language learning strategies.