Investigating the Interconnections Between Dimensions and Components of Grammar Learning Strategies and Developing a Comprehensive Model for Iranian EFL Learners

Grammar learning is an essential part of second language acquisition; however, much research has been inclined to overlook the interaction among various grammar learning strategies (GLS) in particular educational settings, such as Iran. Although strategy-based teaching has undergone some improvement, few studies have developed empirically grounded models tailored to Iranian EFL learners. This study explored correlations among various Grammar Learning Strategies (GLS) and validated a comprehensive model tailored for Iranian EFL learners. Data were gathered from 270 simple random sampling participants using a self-made questionnaire covering cognitive(0.699), metacognitive (0.792), memory(0.680), affective (0.689), social (0.687), communicative (0.712), and resource-based strategies (0.780), with an overall reliability of 0.71. Analysis via Smart PLS revealed significant correlations, highlighting the frequent use of communicative and metacognitive strategies, suggesting a preference for practical language use and self-regulation. Memory strategies were less utilized, indicating potential instructional gaps. The validated model demonstrated strong reliability and validity, emphasizing the need for tailored teaching approaches to enhance GLS effectiveness. These findings contribute to the understanding of GLS interactions and offer insights for improving grammar instruction, potentially aiding in the language proficiency development of Iranian EFL learners. The study sets a foundation for future research on grammar learning strategies in diverse educational contexts.