The Relationship between Iranian EFL Learners’ Autonomy and their Vocabulary Learning Strategies with a Focus on Gender

Journal of English Language Pedagogy and Practice

مقاله 10، دوره 9، شماره 18، مرداد 2016، صفحه 183-196   

نوع مقاله: Research Paper

نویسندگان

Elham Sedighi^* ؛ Nasrin Hadidi Tamjid

Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

چکیده

The purpose of the present study was to investigate the relationship between Iranian EFL learners’ use of vocabulary learning strategies and their autonomy with a focus on the gender. To meet this objective, 82(39 males and 43 females) sophomore and junior students majoring in English Language Teaching who had passed at least 45 credits at Tabriz Azad University, in Iran were asked to take part in the study by filling the questionnaires on learner autonomy (LAQ) and vocabulary learning strategies (VLSQ). After discarding incomplete questionnaires, 70 acceptable cases were used in the statistical analysis. Correlation analysis indicated a statistically significant and positive relationship between Iranian EFL learners’ use of vocabulary learning strategies and their autonomy for both male and female students. The findings can have some pedagogical implications for teachers. 

کلیدواژه‌ها

learner autonomy؛ vocabulary learning strategies

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