期刊名称：LiBRI. Linguistic and Literary Broad Research and Innovation
印刷版ISSN：2068-0627
出版年度：2014
卷号：3
期号：1&2
页码：57-75
语种：English
出版社：LiBRI. Linguistic and Literary Broad Research and Innovation
摘要：Abstract: Since communicative aspects of language get noticeable attention and learning strategy use is taken as one of the significant ways for second and foreign language learning and teaching, any attempts to investigate is relationship between metacognitive strategies, learner characteristics, and willingness to communicate seem warranted. To fulfill this goal, 95 EFL learners were asked to attempt, three questionnaires including MSQIT, GLLQ, and WTCQ. Also, an interview was run with 10 randomly selected participants. The Pearson Correlation Coefficients revealed that there is no relationship between metacognitive strategy use and WTC, but there is a significant relationship between metacognitive strategies and GLL. Furthermore, a significant relationship between GLL and WTC was found. The findings assert on the important role of learning strategies and communication in EFL education and bears implications on teaching and learning processes.
