Relationship between Creativity and Grammar Learning Strategy Use: A Case of Iranian Advanced EFL Learners

Document Type : Research Paper

Authors

1 Department of English, Islamic Azad University, Fars Science and Research Branch, Iran

2 Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran

Abstract

Notwithstanding all of the advances in language learning strategy research, there are still some areas that strategy scholars have overlooked. The dearth of research into grammar learning strategies (GLS) may be the most egregious instance of this neglect. In order for this type of research to gain momentum, the present article reports on research that sought to identify whether there was any relationship between advanced EFL learners’ creativity and their grammar learning strategy use. It also sought to find if male and female advanced EFL learners were different in terms of grammar learning strategy use. To this end, 69 Iranian advanced EFL learners (30 males and 39 females) selected through convenience sampling participated in this study. Data were collected through Creativity and Grammar Learning Strategy Questionnaires. The Pearson product-moment correlation analysis and the independent samples t-test were used to analyze the data. The results revealed that there was a significant relationship between Iranian advanced EFL learners’ creativity and their grammar learning strategy use. In addition, the findings demonstrated that female learners employed the grammar learning strategy more than male learners. Finally, pedagogical implications of the study for language teachers, learners, educational policymakers, and curriculum developers were presented.
     

Keywords


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Volume 10, Issue 41 - Serial Number 41
تابستان 1401
July 2022
Pages 89-101
  • Receive Date: 06 February 2022
  • Revise Date: 09 April 2022
  • Accept Date: 18 June 2022
  • First Publish Date: 18 June 2022