Social learning strategies in EFL context

With the progress of learner-centered education learning strategies as conscious actions taken by learners to improve their learning have been prolific field of research. However, few researchers have addressed the issue of educational and socio-contextual factors influencing the types and frequencies of social leaning strategies. This survey investigates social learning strategies in EFL context of Iranian non-governmental English language institutes. Based on social learning strategies' questionnaire data from two different language institutes of more than 180 language learners in different levels were collected. Based on the research findings different strategies almost had different frequencies and Asking Questions was the most prevalently used ones but Cooperating with Others was the least used strategy type. The research indicated very narrow or no relationship between demographic features and the types of social learning strategies unlike proficiency level and language learning duration. Interesting findings and pedagogical implications are discussed at the end.