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• W2993788638 abstract "ABSTRACTThe present study aimed at investigating interrelationships among EFL learners' vocabulary-learning-strategies, autonomy, and reading-comprehension. To this end, 100 Iranian EFL learners, between 16-40 years old, studying at Shokouh Institute at Bandarabas, Iran, were selected. The participants' reading comprehension level was assessed through Preliminary English Test. Also, students were asked to answer autonomy and vocabulary strategy questionnaires. Correlation analysis indicated statistically significant relationship between learners' autonomy and choice of vocabulary strategies, autonomy and reading comprehension, and finally, choice of vocabulary strategies and reading comprehension. Running multiple regressions revealed that vocabulary strategies were best predictor of reading comprehension and predicted 66 percent of scores on reading comprehension test. On other hand, autonomy predicted 57 percent of EFL learners' scores on vocabulary strategies and 55 percent of scores on Reading Comprehension test. Conclusions and pedagogical implications are further discussed.KEYWORD: Vocabulary strategies, autonomy, reading comprehension, learner independence, effective learning1. IntroductionOver past few decades, learner centered instruction, has gained significant attention, and thus led to an inevitable increase in research dedicated to finding insights concerning use and impact of language strategies (Cohen, & Aphek, 1981; Wenden, & Rubin, 1987; O'Malley, & Chamot, 1990; Ellis, 1994; Schmitt, 1997; Marefat, & Shirazi, 2003). The trend of leamer-based classroom values significance of learners' engagement in environment, and consequently changes curriculum towards more learner-centered method of teaching (Thanasoulas, 2000).In learner-centered curriculum, students' strategy-use plays an important role in students' process and helps them to overcome different difficulties. Through use of vocabulary strategies, learners who seek for support to learn 'how to fish' can use language-learning strategies, such as keeping words in their memory, making associations, producing them, Mien they encounter obstacles. According to Cohen (2003), strategy training aims to provide learners with awareness of language strategies through instruction. This awareness can also help learners in becoming more responsible for their own learning. As Holec (1981) and Little (1991) put it, learners cannot feel responsible for their own process, in other words cannot be autonomous, unless they have ideas of what, why and how they are learning. Strategic choices of learners can be seen as conscious choices to solve problems and organize knowledge and skills (Cohen, 1998; McDonough, 1999), and according to Oxford (1990,2001), they are often said to contribute to autonomous learning.Vocabulary strategies, as main variable of current study, are part of language strategies which have received much attention since late seventies. However, small number of studies have been conducted to investigate relationship among Iranian Vocabulary strategies, autonomy, and reading comprehension.1.1 AutonomyThe concept of learner autonomy is becoming a buzz-word within context of language learning (Little, 1991, p. 2), hence, fostering learner autonomy, including self-regulation, self-efficacy, self-awareness, self-care, self-charge, self-command and self-confidence is becoming one of most important goals in language teaching. Among varied and evolving definitions of autonomy that prevail, Holec's (1981: p. 3) apt definition as the ability to take charge of one's learning holds relevance and seems to be most frequently cited definition as it is cornerstone and forms crux in understanding this variable, which essentially means that learner must take responsibility for his / her experiences. …" @default.
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• W2993788638 date "2014-09-01" @default.
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• W2993788638 title "Toward Learner-Centered Reading: Linking Efl Learners' Autonomy, Vocabulary Learning Strategies, and Reading Comprehension" @default.
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