The Relationship between Iranian EFL Learners’ Vocabulary Learning Strategies and Learner Autonomy in Intermediate and Elementary EFL Learners
Journal Title: International Research Journal of Applied and Basic Sciences - Year 2015, Vol 9, Issue 4
Abstract
The studies of vocabulary learning and the strategy in learning vocabulary are so interesting that have attracted much attention in language teaching. The present study aims to investigate the relationship between Iranian EFL learners’ vocabulary learning strategies and learner autonomy in intermediate and elementary level. Learner autonomy is a huge assistance for learners in vocabulary learning since it provides the learners with numerous diverse privileges such as independency from teacher. To this end, the Oxford Placement Test (OPT) was administered to 85 female students in an English Institute of Gorgan, Iran, to understand their English proficiency levels. The participants took a Language Learning Strategies Questionnaire to determine learners’ strategies in learning vocabulary and Learners’ autonomy questionnaire to evaluate students’ autonomy. The collected data finally showed that there is a relationship between intermediate EFL learner’s vocabulary learning strategies and learner autonomy, there is no significant relationship between elementary EFL learner’s vocabulary learning strategies and learner autonomy and totally, there is a difference between vocabulary learning strategies used by intermediate and elementary learners.
Authors and Affiliations
Sara Naraghi| Department of English Language Teaching, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran, Department of English Language Teaching, Gorgan Branch, Islamic Azad University, Gorgan, Iran, Seyyed Hassan Seyyedrezaei *| Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran, Email: srezaei.sh@gmail.com
Keywords
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