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Abstract
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Language learning strategies are a key factor in language learning; thus, significant efforts have been made to The aim of this study was to explore the relationship between choice of learning strategies and frequency of their use and level of proficiency in English. The results revealed that Iranian high school learners employed learning strategies with medium frequency; meta-cognitive strategies were the most frequent, while cognitive strategies were the least frequent. The use of le
examined using a T-test. Proficient learners showed significantly more strategy use, as well as more use of metacognitive and social strategies. According to the results, females used learning strategies more frequently than males.
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