scholarly journals The Relationship between Iranian EFL Learners’ Self-efficacy Beliefs and Use of Vocabulary Learning Strategies

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Farrokhlagha Heidari ◽  
Mehri Izadi ◽  
Mansooreh Vahed Ahmadian
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Vocabulary Learning ◽  
Efficacy Beliefs ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
The Relationship

The Relationship between Willingness to Communicate and Vocabulary Learning Strategies among Iranian EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 1119
Author(s):  
Amir Marzban ◽  
Mojgan Firoozjahantigh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Review Of Literature ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Vocabulary Learning Strategies ◽  
The Relationship

Two of the variables apparently contributing to the processes of EFL achievement are Willingness to Communicate (WTC) and Vocabulary Learning Strategies (VLS). They seem to be fundamental among Iranian EFL learners due to the fact that semantics and its backbone—vocabulary—as well as the incentive or motivation, Willingness to Communicate (WTC)—influence the progress and improvement of the proficiency of Iranian EFL learners. Moreover, the review of literature clarifies the fact that few studies have tried to open up the relationship between these two variables, i.e. WTC and VLS. Hence, the present study explored the relationship between the WTC and VLS among Iranian EFL learners. Based on this, 137 intermediate Iranian EFL learners who were studying in a language institute in Tehran were selected as the participants of the study. They were asked to fill out two questionnaires including WTC and VLS. The finding indicated that there is a significant correlation between the two variables. The study provided some pedagogical implications for those who are concerned with language learning and teaching including language teachers, teacher trainers, syllabus designers, and EFL learners.

scholarly journals Exploring the Effects of Self-efficacy on Vocabulary Learning strategies

2012 ◽  
pp. 423-437 ◽  
Author(s):  
Atsushi Mizumoto
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Language Learning Strategies ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
Low Efficiency

This study examined the effects of self-efficacy on language learning strategies by focusing on vocabulary learning strategies (VLSs). A group of 281 EFL learners from two universities participated in the study. They completed the Vocabulary Size Test (Nation & Beglar, 2007), questionnaires on self-efficacy, and an open-ended question about their use of VLSs. The learners were divided into three groups based on their responses to the self-efficacy questionnaire. The effect of self-efficacy was then examined by utilizing text mining. The results show that the effects of self-efficacy were observed in the participants’ open-ended responses. It also became clear that those with high self-efficacy were active users of VLSs, they employed deep strategies, and they were metacognitively superior to participants with medium and low efficiency. Those with medium self-efficacy were also active users of VLSs, but they used shallow strategies compared with the high self-efficiency group. Those with low self-efficacy tended to be passive users of VLSs. The pedagogical implications of the current study are discussed mainly in terms of incorporating self-efficacy and self-regulation enhancing instructions into vocabulary teaching.

The Relationship Between Personality Traits and Vocabulary Learning Strategies

2021 ◽  
pp. 98-108
Author(s):  
Zeinab Jalili Kelangestani
Keyword(s):  
English Language Learners ◽  
Personality Traits ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Personality Types ◽  
Efl Learners ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
The Relationship

This study examined the possible relationship between Iranian female intermediate EFL learners' personality traits and their vocabulary learning strategies. The participants in this study comprised of 90 female intermediate English language learners. To ensure the homogeneity of the group, all the participants were made to appear in the Oxford Solution Placement Test. Vocabulary Learning Strategies and Eysenck Personality questionnaires were administered to the participants. The results showed that there was no statistically significant relationship between Iranian intermediate EFL learners' personality type and their use of vocabulary learning strategies. However, it appeared that introverts tended to have higher use of memory, cognitive, and metacognitive strategies while extroverts were found to achieve higher mean scores on determination and social strategies. The highest degree of the relationship was found between social strategy and personality types. In contrast, lowest correlation was found between metacognitive strategy and personality types.

An Analysis of the Relationship among EFL Learners’ Autonomy, Self-esteem, and Choice of Vocabulary Learning Strategies

2018 ◽  
Vol 8 (8) ◽  
pp. 933
Author(s):  
Filiz Yalcin Tilfarlioglu ◽  
Star Sherwani
Keyword(s):  
Learning Strategies ◽  
Significant Relationship ◽  
Vocabulary Learning ◽  
English Literature ◽  
Self Esteem ◽  
Efl Learners ◽  
Descriptive Research ◽  
Vocabulary Learning Strategies ◽  
Age Range ◽  
The Relationship

This study seeks to determine whether any significant relationship exists among EFL learners’ autonomy (LA), self-esteem (SE), and choice of vocabulary learning strategies (VLS) as well as whether LA and SE are predictors of these strategies. To achieve these aims, this study employed a descriptive research design. Participants included 157 male and female undergraduate EFL learners, all within the age range of 17 to 25 years. They were studying English within the sub-disciplines of English Literature, Linguistics, and General English. Participants were administered the following three types of questionnaires adapted by the researcher: a) a 30-item VLS questionnaire based on that of Schmitt taxonomy (1997); b) a 30-item LA questionnaire developed by Sakai, et al. (2008); c) and a 30-item SE questionnaire based on Coopersmith’s SE inventory (1967). Upon conducting preliminary analyses of this study’s assumptions, the characteristics of the data were proven legitimate via correlation and regression analyses. Correlation analysis demonstrated that a statistically significant relationship existed between EFL learners’ autonomy and VLS, with (r = .555, p < .05), and SE and VLS, with (r = .678 p < .05). Furthermore, regression analysis revealed LA and SE to be significant predictors of VLS. LA predicted 30.7% of scores in the choice of VLS (R = .555, R2 = .307), and SE predicted 45.9% of scores in the choice of VLS (R = .678, R2 = .456). These findings demonstrate that both LA and SE make strong contributions to VLS.

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