The Relationship Between LearningStrategies Employed by EFL Learners and their Preferences forAssessment Techniques

Abstract. The purpose of the current study was to reveal the in-depth relationships between cognitive and meta-cognitive learning strategies that are used by EFL learners and their preferences for different assessment techniques. To do so, two revised questionnaires were involved: Strategy Inventory for Language Learning (SILL) and Assessment Preference Inventory (API). In addition, more than 100 participants, both male and female, from two English institutes in Shiraz and EFL learners from several foreign countries took part in this study. After collecting data, the chi square analysis was run through SPSS software. Data analysis indicated that there were statistically significant relationships between these two variables, namely cognitive and meta-cognitive strategies used by EFL learners and their preferences for different assessment techniques. Given the results, it needs to be acknowledged that the relationship of cognitive and meta-cognitive strategies among EFL learners and their preferences for different assessment techniques could have been far more complicated than what has been found or implied. The implications for EFL learners and language teachers are discussed in the present study.