Document Type: Research Article
The purpose of this study was twofold. Firstly, it attempted to investigate whether language learning strategies (LLSs) can predict foreign language (FL) proficiency. Secondly, it examined what kind of LLSs Iranian learners of English use more frequently in FL institutes. To do so, 112 intermediate Iranian EFL learners participated in the study. Oxford’s Strategy Inventory for Language Learning (1990; SILL) was used to collect the data on the participants’ strategy use. Additionally, the participants’ scores on an achievement test were used as a measure of their language proficiency. Data were subjected to descriptive and inferential statistics. Results showed that FL proficiency is predictable through LLSs. Metacognitive strategies with the largest beta coefficient (0.302) made the strongest contribution to predicting FL proficiency. Furthermore, results indicated that the participants were medium strategy users (M = 3.17) and used metacognitive strategies significantly more (M = 3.80) than other categories.