Ali Morshedi Tonekaboni - Vocational University, Department of Language literature and Humanities,Faculty of Molla Sadra University, Ramsar, Iran

This study explores the relationship between self-esteem and language learning strategy of female EFL learners. It is axiomatic that L2 teaching and learning is a process that requires dynamic involvement of L2 learners in the acquisition of knowledge and skills. L2 learners need to be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective language learning strategies in order to build a high level of confidence in the learning process. The study was an attempt to examine the relationship between language learning strategies and L2 learners’ self-esteem. To achieve such objectives, a questionnaire was administered to 80 Persian L2 learners. The results revealed that language learning strategies had a strong correlation with self-esteem. Besides, the same strong, positive correlation was also observed between the participants’ self-esteem and their L2 proficiency level. It was finally understood that of the L2 independent variables of the study (i.e., self-esteem and L2 proficiency level), it was the L2 participants’ proficiency level that better accounted for their use of language learning strategies. Conducting studies like the present one may contribute effectively to the better teaching of L2 to L2 learners.

Language Learning Strategies, EFL Learner, Self-Esteem