Relationship Between Iranian Intermediate EFL Learners’ Language Learning Strategies and Mindfulness in Online vs. On-site Classes

Articles in Press

Document Type : Research Paper

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Department of English, Isf.C., Islamic Azad University, Isfahan, Iran

Abstract

This correlational predictive study investigated the relationship between Iranian intermediate EFL learners’ language learning strategies (LLSs) and their mindfulness across online and on-site instructional settings. The study intended (i) to examine the relationship between LLS use and mindfulness in online and on-site settings, (ii) to identify the strongest strategy-based predictors of mindfulness in each setting, and (iii) to compare the relationship between language learning strategies and mindfulness across settings. Learners completed Oxford’s Strategy Inventory for Language Learning (SILL) and Five-Facet Mindfulness Questionnaire (FFMQ). The results of Pearson correlations and multiple regression analyses revealed that (i) there was a statistically positive relationship between the six subscales of LLS and mindfulness in both online and on-site settings, but the degree of this relationship was stronger in the online setting, (ii) the metacognitive strategies were a strong predictor of mindfulness levels, regardless of mindfulness factors and learning settings, while specific relationships were found among other strategies, including cognitive, memory, and compensation strategies, and (iii) cognitive and social strategies were more predictive for on-site learning, while memory and compensation strategies played a larger role in online learning.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 03 September 2026

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