| dc.description.abstract | Memory is not a single entity. It is a gift of Mother Nature, <br />the ability of living organisms to retain and to utilize acquired knowl- <br />edge. Memory is precisely related to learning, in that memory in biolog- <br />ical systems entails learning and that learning implies retention of such <br />information. Memory can be divided into multifaceted systems. The <br />renaissance of encephalon compatible learning applies the new brain <br />research to teaching and learning. This revolution will change school <br />start times and discipline, continuous assessment, teaching strategies, <br />budget priorities, classroom ambience, use of hi-tech, and even the way <br />we think of physical education. But before considering the practical <br />applications of this research, it is necessary to have a useful model <br />for deciphering it. This study investigates the memory pathways that <br />a group of EFL learners in Iran were inclined to use, the factors af- <br />fecting this, and conscious recollection/retrieval in learning second lan- <br />guage. The researcher studied the individuals' memory/learning readi- <br />ness before going to school, investigated their memory self-efficacy, and <br />determined which memory pathway(s) was/were preferred by L2 learn- <br />ers. The researcher gathered data using three instruments, researcher <br />made Self-report Measure of Memory (SRMM), Bandura's Memory Self- <br />Efficacy Questionnaire (MSEQ) followed by the researcher-made Self- <br />report Memory/learning Readiness Interview (SMRI). Both descriptive <br />statistics (mean scores, variances, standard deviations, and frequencies) <br />and inferential statistics were run on the data. The results of the first <br />instrument (SRMM), the interview (SMRI), and MSEQ were in agree- <br />ment with theories, experiments, and hypotheses mentioned. | en_US |
