scholarly journals The Relationship between Learner Autonomy and Vocabulary Learning Strategies in Iranian EFL Learners with Different Language Proficiency Level

2013 ◽  
Vol 2 (3) ◽  
pp. 176-185 ◽  
Author(s):  
Ebrahim Azimi Mohammad Abad ◽  
Abdollah Baradaran
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Efl Learners ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
The Relationship

How and how much?

2019 ◽  
Vol 54 (2) ◽  
pp. 93-121
Author(s):  
Chiara Romagnoli ◽  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Vocabulary Size ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
Chinese Learners ◽  
The Relationship

Abstract Vocabulary plays a crucial role in foreign language learning, and vocabulary mastery proves to be challenging at different competence levels. Compared to other areas of research into Chinese as a foreign language, vocabulary acquisition and vocabulary teaching have rarely been investigated. The aim of this study is to investigate the relationship between vocabulary learning strategies and vocabulary size and to verify whether vocabulary size is positively correlated to proficiency level. A total of 95 Italian undergraduate Chinese learners, from elementary to intermediate levels, participated in this study. The participants were first given a vocabulary learning questionnaire and then a vocabulary size test. Statistical and qualitative analyses of the data revealed two trends: a poor variety of vocabulary learning strategies and a positive correlation between vocabulary size and proficiency level.

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 A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdullah Sarani ◽  
Habib Shirzaei
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Major Part ◽  
Language Skills ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
Reading And Writing ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Efl Teachers

Vocabulary is viewed as a major part of language proficiency as it allows learners to use four language skills: listening, speaking, reading, and writing. The present study was carried out to compare Iranian undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. After that the study tried to see if there was any difference between highly-motivated and low-motivated learners with regard to vocabulary use. Finally, it aimed at investigating the differences between the Iranian EFL male and female learners’ use of vocabulary learning strategies. A group of 150 Iranian undergraduate and postgraduate EFL learners (75 males and 75 females) both at BA and MA levels from Zahedan universities were selected randomly. The participants’ ages ranged between18 to 42. The data were obtained through two questionnaires: Taxonomy of Vocabulary Learning Strategies developed by Schmitt (1997) and Gardner’s (1985) Attitude/ Motivation Test Battery (AMTB). The findings of the study showed that there was a significant difference between undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. Also, there was a difference between highly-motivated learners and low-motivated learners’ use of vocabulary learning strategies. Moreover, the results showed that the interaction between the learners’ gender and motivation was significant. The results are theoretically and pedagogically significant for EFL teachers and applied linguists

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.

scholarly journals The Relationship between Iraqi EFL Learners’ Vocabulary Learning Strategies Use and Their Receptive Vocabulary Size

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Adil Muhammd Ameen MAHMOOD ◽  
Fadime YALCIN ARSLAN
Keyword(s):  
Learning Strategies ◽  
Basic Education ◽  
Vocabulary Learning ◽  
Word List ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
The Relationship

This study investigated the relationship between Iraqi English as a Foreign Language (EFL) learners’ vocabulary learning strategies (VLS) and vocabulary size (VS). Participants included 118 EFL learners at Sulaymaniyah University in Iraq, all of whom were studying in the School of Basic-Education English Department. Two instruments were employed to collect data: a VLS questionnaire designed by Schmitt (1997) was administered in order to determine the range and frequency of VLS use, and a four-level (2000, 3000, 5000 and academic word list) vocabulary learning test (VLT) designed by Schmitt, et al. (2001) was used to measure learners’ receptive vocabulary size. The aim of this study was to determine the kinds of strategies learners utilized as well as their relationship to students’ VS. The results demonstrated that students utilized consolidation more frequently than discovery strategies. Moreover, the most frequently utilized VLS was studying the sounds of new words, while the least frequent one was working in groups to discover the meanings of new words. In terms of total VLS, the students can be considered as moderate VLS users (M= 3.003). The results of correlation analysis revealed that there exist positive, negative and sometimes no relationships between learners’ VLS and VS. Finally, the findings of multiple regression analysis concluded the R Square value to be (0.284), which means that the predicted variables could account for 28.4% of the participants’ levels of receptive VS.This study concluded that systematic and appropriate strategies support learners to increase their VS.

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