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• W878819510 abstract "The current study investigated the relationship among vocabulary learningstrategies, vocabulary knowledge, and reading comprehension of Iranianundergraduate EFL students. In addition, the study tried to find the contribution ofvocabulary learning strategies to vocabulary size and reading comprehension of thestudents. Fars province was selected according to cluster sampling. Data werecollected from all 250 second year undergraduate EFL students. The collection ofdata was done in two different phases – quantitative and qualitative. In thequantitative phase of the study, the data were collected through a vocabularylearning strategy questionnaire adapted from Bennett (2006). A vocabulary size testdeveloped by Nation (2007) and a TOEFL reading comprehension test were alsoused in the study. Data were also collected through interviews and journal writing inthe qualitative phase of the study. Descriptive statistics showed that Iranianundergraduate EFL learners were medium strategy users. All different categories of vocabulary learning strategies were reported to be used at a medium level. However,the most frequently used strategies consisted of using monolingual dictionary,guessing meaning from context, connecting the word to its synonyms and antonyms,using new words in sentences, studying the sound of a word, using English languagemedia, skipping or passing new words, repeating verbally, and taking note orhighlighting. The least frequently used strategies included checking for L1 cognate,writing paraphrase using several new words, using physical action when learning aword, making word lists, studying the word with classmates, interacting with nativespeakers, and asking the teacher to check one’s definition. The students were foundto have a vocabulary size of 5564 words. Then, Pearson Product MomentCorrelation was conducted to find the relationships between variables. The Pearsoncorrelation showed a positive correlation between vocabulary size and readingcomprehension of the students. A positive correlation was also found between 14vocabulary learning strategies and vocabulary size. However, multiple regressionsshowed that only 9 out of 14 strategies contributed to vocabulary size of thestudents. These strategies consisted of using physical action when learning a word,interacting with native speakers, taking note or highlighting, studying new wordsmany times, using bilingual dictionary, using English language media, studying theword with classmates, studying the sound of a word, and repeating the wordverbally. Pearson correlation also indicated positive correlation existed between 23vocabulary learning strategies and reading comprehension. However, 5 out of 23strategies were found to contribute to reading comprehension of the students. Thesestrategies consisted of taking note or highlighting, using physical action whenlearning a word, asking the teacher to paraphrase or give synonym of new words,asking classmates for meaning, and remembering the word using its affixes androots." @default.
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• W878819510 date "2010-05-01" @default.
• W878819510 modified "2023-09-27" @default.
• W878819510 title "Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran" @default.
• W878819510 hasPublicationYear "2010" @default.
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