Strategies for Developing Autonomy by EFL Learners and its Relation to Foreign Language Achievement

Abstract

In this study, the researcher investigated the impact ofsocial, metacognitive, and cognitive strategies on developing learner autonomy in foreign language learning. 150 EFL students participated in this study. In the selection of the participants, a simple random sampling technique was used. The aim of this study was to find the relationship between students’ autonomy and foreign language achievement. Also, the researcher tried to show the impact of age and genderfactors on using strategy. A quantitative method was followed in this study. Descriptive statistics revealed using metacognitive strategies more than other strategies by students. There was a positive correlation between students’ grade point average and using strategies. According to the results of the Mann-Whitney U and the Kruskal-Wallis tests, gender and age factorshad not a significant effect on using strategy.