Vocabulary Learning Strategies of Iranian upper-intermediate EFL learners

Khatib, Mohammad; Hassanzadeh, Mohammad; Rezaei, Saeed

doi:10.5539/ies.v4n2p144

Cited by 12 publications

(8 citation statements)

References 17 publications

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“…This finding is consistent with the literature indicating more frequent overall utilization of VLS by females (Dryer and Oxford, 1996;Ehrman and Oxford 1989;Green, 1991;Bedell and Oxford, 1996;Jones, 2006;Macaro, 2001;Oxford and Nyikos, 1989). But it is in contrast with Khatib (2011) and Arjomand's results (2011). None of them found any significant difference between gender and VLS use among Iranian students.…”

Section: Results and Discussion (According To Gender)supporting

confidence: 91%

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Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences

Seddigh¹

2012

ELT

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This study aimed to investigate the use of vocabulary learning strategies among medical students at Shiraz University of Medical Sciences (SUMS) in Iran as an EFL context. A questionnaire was administered to 120 medical students (53 males, 67 females) to identify; 1) the effective types of vocabulary learning strategies used by the learners and 2) the differences in vocabulary strategy use based on gender. The results revealed that guessing and dictionary strategies were the most frequently used VLS and social and study preference strategies were the least used ones. The results of ANOVA showed that there were statistically significant differences in the mean scores of the eight strategies. As to gender, the females utilized more VLS than males specially in the case of guessing and note-taking strategies; the statistical analysis indicated a significant difference between the students’ gender and their choice of VLS.

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Section: Results and Discussion (According To Gender)supporting

confidence: 91%

“…Just in the case of metacognitive strategies there was statistically significant difference between preferences of the girls and the boys. Recently Khatib, et al (2011) investigated VLS of Iranian upper-intermediate EFL learners. Their subjects were 146 English majors.…”

Section: Review Of the Literaturementioning

confidence: 99%

Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences

Seddigh¹

2012

ELT

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“…Thus, vocabulary proficiency effects both the quality and the efficiency of L2 skills. Many studies have been conducted to examine the major role of vocabulary in L2 proficiency (Milton, 2013;Saengpakdeejit, 2014;Barekat & Karimi, 2012;Crookall & Oxford, 1990;Hassanzadeh & Khatib, 2011). Milton (2013) states that the knowledge of vocabulary should be based on both the quantity and the quality of the vocabulary, and second language learners should understand the meaning of vocabulary to communicate accurately using L2.…”

Section: Vocabulary Learningmentioning

confidence: 99%

The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

Alahmadi¹

2020

ELR

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The aim of this study was to investigate the impact of using the mind mapping strategy on learning vocabulary for Saudi Learners. Fifty female students from the English Language centre at Taibah University in Saudi Arabia were selected to participate in this study. All students were homogenous in terms of their English language proficiency. The students were performing at the intermediate level of the English language. Their level of English language proficiency was determined by the Oxford Placement Test. Participants were divided into two groups: the experimental group and the control group. Twenty-five students in the experimental group were taught vocabulary using the mind mapping strategy for six weeks. The control group was taught using traditional methods of vocabulary teaching, such as memorising. To test the effectiveness of the mind mapping strategy, two types of tests were applied for both groups: a pre-test and a post-test. At the end of the treatment, the results of the post-test showed a significant improvement in Second language (L2) vocabulary acquisition by Saudi learners in the experimental group. The findings of this study indicate some important implications for L2 learning, such as that mind mapping facilitates vocabulary learning by increasing the knowledge and the acquisition of the meanings of the vocabulary words used. It also helped with the vocabulary learning process by increasing the level of the motivation of Saudi students in learning new words.

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“…It seems that the choice of VLS and gender differences has also been at the core of some researches. According to the study conducted by Khatib et al (2011), they wanted to see if there was any significant relationship between the Iranian upperintermediate EFL learners' gender and their use of VLS. An independent samples ttest was used to test the influence of gender on the learners' use of VLS.…”

Section: Discussionmentioning

confidence: 99%

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

Sarani

Shirzaei

2016

IJEFLL

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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

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Vocabulary Learning Strategies of Iranian upper-intermediate EFL learners

Cited by 12 publications

References 17 publications

Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences

Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences

The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

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

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