Vocabulary Learning Strategies of Iranian upper-intermediate EFL learners

Mohammad Khatib, Mohammad Hassanzadeh, Saeed Rezaei


This study examines the preferred vocabulary learning strategies of Iranian upper-intermediate EFL learners. In order to identify the aforementioned group in terms of language proficiency, a TOEFL test was administered to a population of 146 undergraduate EFL students at the university of Vali-e-Asr in Rafsanjan, Iran. Those scoring above 480 were arbitrarily labeled as upper-intermediate. Subsequently a questionnaire known as VOLSI (Vocabulary Learning Strategies Inventory) was given to the same subjects to come up with their preferred vocabulary learning strategies. Finally, a stepwise multiple regression analysis revealed that 11.4% of the variance in the learners’ L2 proficiency can be accounted for by three strategy categories involving self-motivation, word organization, and authentic language use .In addition, an independent-samples t-test indicated no significant difference between learners’ gender and their VLS choice.

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DOI: https://doi.org/10.5539/ies.v4n2p144

Copyright (c) 2011 Mohammad Khatib, Mohammad Hassanzadeh, Saeed Rezaei

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This work is licensed under a Creative Commons Attribution 4.0 International License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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