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The present study investigates the effects of strategy instruction and explicit feedback on the Iranian learners' use of language learning strategies. 40 participants took part in the present study. The learners in the experimental group (n=20) were provided with explicit assessment of their strategies while the learners in the control group (n=20) did not receive any feedback from the teacher. The participants consisted of both male and female learners to investigate the effect of gender on strategy use and the provision of explicit feedback. The results showed that learners employed the strategies more frequently when provided with explicit feedback. Results showed that no statistically significant differences were found to exist between gender and the effectiveness of the provision of explicit feedback. The results imply that it is important for instructors to enhance the strategic awareness of both genders, because it may lead to more active engagement in language learning process.