The present study aimed at investigating whether VOCABULARYLEARNING STRATEGIES had any impact on the VOCABULARY LEARNING of Iranian EFL learners. The participants of the study were 67 male and female undergraduate university students, majoring in English Translation and English Literature at Islamic Azad University, North Tehran Branch, who were taking “Reading Comprehension II” course. In order to ascertain that the participants were homogeneous in terms of their general language proficiency, a standardized proficiency test was administered. Subsequently, a standardized achievement test, which was prepared by the researchers based on the students’ course book, consisting of 60 items, was administered to the participants to examine whether they were familiar with the target words to be taught during the treatment.Throughout the four-month semester and during 20 sessions, the participants were instructed to focus on three VOCABULARY-LEARNING STRATEGIES. The subjects in the first group were trained to use bilingual and monolingual dictionaries; those in the second group were taught to guess the meaning of new lexical items from the context; and the subjects in the third group were trained to use different texts to understand the meaning of words appropriately. In order to create the opportunity for the researchers to trace the VOCABULARY LEARNING, a posttest, the same as the test used in the pretest, was administered to the participants of the study. Paired samples t-tests proved that using VOCABULARY-LEARNING STRATEGIES had a positive impact on VOCABULARY LEARNING in each of the groups. Additionally, the one-way analysis of variance (ANOVA) indicated a significant difference among the three groups. Finally, the result of Scheffé’s post hoc test showed that those participants who worked on text-specific activation strategy as a VOCABULARY LEARNING strategy outperformed the subjects in the other two groups.

The purpose of the present study was to identify any significant relationship between critical thinking ability, L2 VOCABULARY knowledge, and L2 VOCABULARY LEARNING STRATEGIES of Iranian EFL learners. To this aim, the productive VOCABULARY levels test was administered to measure the learner’s L2 VOCABULARY knowledge and observe homogeneity in terms of VOCABULARY knowledge. At the second stage, a critical thinking questionnaire was administered, along with a newly-developed L2 VOCABULARY LEARNING STRATEGIES questionnaire; the questionnaires were developed to specify the critical thinking ability and L2 VOCABULARY LEARNING STRATEGIES of the individual participants. The results of the statistical analysis revealed that Iranian EFL learners’ L2 VOCABULARY knowledge was significantly related to their critical thinking ability. The participants’ critical thinking ability also correlated positively with their self-assessed degree of determination, memorization, cognitive, and meta-cognitive STRATEGIES of L2 VOCABULARY LEARNING. The study also showed a positive relationship between participants’ L2 VOCABULARY knowledge and their L2 VOCABULARY LEARNING STRATEGIES.

This study examined the possible relationship between Iranian female intermediate EFL learners' personality traits and their VOCABULARY LEARNING STRATEGIES. The participants in this study were 90 female intermediate English language learners. To make sure of their homogeneity, all the participants sat for the Oxford Solution Placement Test. VOCABULARY LEARNING STRATEGIES and Eysenck Personality questionnaires were also administered to the participants. Subsequently, the data were subjected to statistical analyses. The results showed that there was not any statistically significant relationship between Iranian intermediate EFL learners’ personality type and their use of VOCABULARY LEARNING strategy. However, it appeared that introverts tended to have higher use of memory, cognitive, and metacognitive STRATEGIES, while extroverts achieved higher mean scores on determination and social STRATEGIES. Furthermore, according to the findings of phi and crammers’ v, the highest degree of relationship was reported for the correlation between social strategy and personality types. In contrast, the lowest amount of correlation was found between metacognitive strategy and personality types.

The purpose of this study is to shed light on the frequency of the use of cognitive and metacognitive VOCABULARY LEARNING STRATEGIES employed by undergraduate students. To achieve this, a VOCABULARY questionnaire developed on the basis of Oxfords’(1990) SILL, Wendens’(1987) classification of STRATEGIES, and Johnson and Gu’s (1996)VLQ was administered to 231 TEFL and non-TEFL undergraduate university students. The analyses of the questionnaire indicated that on the whole Iranian university students favor cognitive STRATEGIES in the process of VOCABULARY LEARNING. It was also found that students’ major has a significant main effect on the choice of STRATEGIES. The results suggest language practitioners teach STRATEGIES to EFL learners and motivate them to use these STRATEGIES in their language LEARNING process to promote LEARNING.

LEARNING VOCABULARY has always been a major concern for language learners. The current research was implemented to find out the kinds of VOCABULARY LEARNING STRATEGIES (popular, somehow popular, and unpopular) in Schmitt’ s new taxonomy (DET, SOC, COG, MEM, MET) used by English-major students. Fifty advanced English-major students at Shahid Bahonar University of Kerman participated in this study. To this purpose, Schmitt’ s VOCABULARY LEARNING STRATEGIES Questionnaire (VLSQ) and the last level of his VOCABULARY Levels Test (VLT) were used as the instruments. It was found that MEM was the most frequently used category and SOC the least frequently used one. Furthermore, COG, DET, and MET were the second, third and fourth categories respectively. The results of the study can be used by various people involved in language education including materials developers, language teachers, administrators, and other stakeholders.