The Relationship between Out-of-Class Language Learning Strategy Use and Reading Comprehension Ability

This study examined the potential inter-relationship between three language learning strategies (Formal, Functional and Monitoring), proficiency level and reading comprehension ability in a foreign language. The data, obtained from 60 male and female Iranian EFL students, was collected through the questionnaire on learner strategies, derived from Rubin-Stem inventories, reading comprehension test, derived from Carrel (1991) and Nelson Test. Results indicated that students mostly used monitoring strategy. It means that learners pay more attention to the use of linguistic forms and modify language responses the most. Also this study found that Iranian EFL learners do not employ the Formal, Functional or Monitoring learning strategies differently as far as their proficiency levels or reading comprehension ability are concerned. Based on this statement, the researchers can claim that although almost all the learners unconsciously use a lot of strategies in their learning experience, the idea of learning through strategies, especially what they can expand out of the classroom, was quite new for the subjects in this study. In the analysis of learner's language learning strategies reported in this study, it was shown that the students of the high level of proficiency mostly used reading activities and students of the middle and lower levels of proficiency used listening activities more often. This result indicated that they used more receptive skills than productive skills.