Learning Strategies in Foreign Language Departments at the University of Guilan in Iran

Abstract

This research paper examined the learning strategies in the foreign language departments at the University of Guilan in Iran. Questionnaires were distributed among 125 foreign language students in the Faculty of Humanities. Also a semi-structured interview was inducted to obtain information about the deep and surface learning. Results revealed that students in foreign departments have considered 81% of learning strategy is surface learning, academic staff members with 59% have more effect on deep learning, English Language with 66% has more deep learning, Arab Language with 56% has more surface learning. The most important factor in deep learning is evaluation of the lesson content with 60%, and memorizing the lesson content with 46% in surface learning. Also, there were no significant differences between students learning strategies with respect to gender, age, and departments.