Abstract

The purpose of this study was to determine the positive thinking of Iraqi EFL undergraduate students and its relationships with indirect language learning strategies. During the academic year 2021/2022, 100 Iraqi EFL undergraduate students participated in the research study. Two sets of questionnaires were used to collect data: (a) Oxford's (1990) Indirect Strategy Inventory for Language Learning (ISILL for short / version 7) and (b) Humaida (2013) modified positive thinking Scale (mPTS). The Pearson correlation coefficient was utilized to assess the relationship between overall indirect language learning strategies (ILLS) use and positive thinking. The (T-test) was utilized to compare the frequency of use of indirect language learning strategies by undergraduate EFL students in the context of positive thinking. The findings revealed that positive thinking is related to the overall frequency and variety of ILLS use. Furthermore, the results revealed a significant difference in positive thinking between (high frequent users) and (low frequent users) of ILLS. A number of practical implications and suggestions were made in light of the findings.

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The article was added to IASJ on 2023-04-04

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