On the Effects of Global and State Self-esteem on Iranian EFL Learners’ Language Learning Strategy Use

This study sought to investigate the effects of global and state self-esteem level on Iranian EFL learners’ choice of Language Learning Strategies. To this end, 93 male and female Iranian B.A. students majoring in English at Imam Khomeini International University in Qazvin; Zanjan University; and non-profit Kar University were selected. Data were collected using the Strategy Inventory for Language Learning (SILL), a modified version of Coopersmith self-esteem inventory and Heatherton and Polivy’s State Self-esteem Scale. The participants were divided into three levels (High, Mid, Low) of global and state self-esteem based on their scores on the questionnaires. The obtained data were analyzed using twelve separate one-way ANOVA procedures. The findings of the study showed the level of global self-esteem significantly influenced students' choice of metacognitive strategies and the level of state self-esteem significantly influenced the use of compensation and metacognitive strategies. However, self-esteem had no significant effect on the choice of memory, cognitive, affective and social strategies.

کلیدواژه ها:

Global Self-esteem ، State Self-esteem ، Language Learning Strategies