نشریه رشد آموزش زبان های خارجی
پیاپی 115 (تابستان 1394)

 In this study, over 190 ELT research papers published in Roshd FLT over a 13-year period of time were content analyzed. The analysis revealed that Roshd FLT’s research coverage includes a wide range of areas including 23 general topics. Descriptive statistics, however, showed considerable discrepancies in research space devoted to various research areas. For example, while 14% of research studies published in Roshd FLT are particularly devoted to reading skill, scarcity of research into speaking skill is quite evident. Similarly, while such areas as teacher education, teaching methodology, educational materials are well investigated, socio-cultural aspects of language teaching and more particularly educational policies are rarely researched. The underlying reasons behind these findings, along with a number of suggestions for improving the practicality of research studies in the Iranian ELT context are discussed.

The aim of this study was to investigate the relation between learning style and language learning strategy use among pre-university students. For this purpose, 132 male and female students were asked to fill out two questionnaires. One questionnaire for identifying perceptual learning style preferences and the other one for identifying language learning strategy use. The results showed that visual learning style was considered as major among participants and the overall use of other learning styles was minor and it was also revealed that most of the participants were medium strategy users. In this study all learning styles except group learning style proved to influence language learning strategy use. There was a positive but weak correlation between auditory, visual, tactile, and kinesthetic learning styles and language learning strategy use, but in the case of individual learning style the correlation was negative. The results of the study and their implications for language learning and teaching are further discussed.