Vocabulary Learning Strategies of Iranian Undergraduate EFL

European Journal of Social Sciences – Volume 11, Number 1 (2009)

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Vocabulary Learning Strategies of Iranian Undergraduate EFL

Students and its Relation to their Vocabulary Size

Mohd. Sahandri Gani Hamzah Faculty of Educational Studies,Universiti Putra Malaysia

43400, UPM Serdang Selangor E-mail: [email protected]

Reza Kafipour

Faculty of Educational Studies, Universiti Putra Malaysia 43400, UPM Serdang Selangor

E-mail: [email protected]

Saifuddin Kumar Abdullah Department of Politechnic and Community College

Education Research and Development Centre 43300 Seri Kembangan Selangor

Kementerian Pengajian Tinggi Malaysia E-mail: [email protected]

Abstract The main objective of this study is to evaluate undergraduate EFL learners' vocabulary learning strategies and its relation to the learners' vocabulary size. There are five different categories of vocabulary learning strategies as determination, memory, social, cognitive, and metacognitive. These categories cover an overall 35 strategies included in vocabulary learning strategies questionnaire. The reliability index obtained for vocabulary learning strategies showed a reliability coefficient of 0.74. The other instrument used in the current study, vocabulary size test, is a standardized test developed by Nation (2007). A total of 125 Iranian undergraduate students majoring in TEFL participated in the study. Cluster sampling was used to select participants of the study. The data were analyzed by using descriptive statistics (mean, standard deviation) and statistical multiple regression at significant of p<0.05. The findings of this study led to some suggestions to enhance students' vocabulary learning, increase their vocabulary size, and subsequently improve their English learning. Keywords: Vocabulary learning strategy; vocabulary size; strategy

1. Introduction Calls for helping learners improve the way they go about learning vocabulary have been made on a number of grounds. Sokmen (1997: 225) argues for helping learners learn how to acquire vocabulary on their own, noting that it is “not possible for students to learn all the vocabulary they need in the classroom”. Cunningsworth (1995: 38) regards helping learners develop their own vocabulary learning strategies as “a powerful approach”, which can be based on sensitization to the systems of vocabulary, encouragement of sound dictionary skills and reflection on effective learning techniques.


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Second language (L2) acquisition depends crucially on the development of a strong vocabulary. In the second language acquisition (SLA) sub-discipline known as second language vocabulary acquisition (SLVA), researchers have focused their attention on the need for second language learners to optimize their vocabulary knowledge (Singleton, 1999; Schmitt, 2000). Vocabulary learning strategies (VLS) are a part of language learning strategies which are receiving more attention since the late 1970s and their investigation has advanced our understanding of the processes learners use to develop their skills in a second or foreign language. Nation (2001, p.217) has taken this conscious choice factor into account when defining vocabulary learning strategies. A strategy would need to a) involve choice, that is, there are several strategies to choose from; b) be complex, that is, there are several steps to learn; c) require knowledge and benefit from training; and d) increase the efficiency of vocabulary learning and vocabulary use. 1.1. Statement of the problem

Learning a second language involves the manipulation of four main skills; speaking, writing, listening and reading, which lead to effective communication. One crucial factor is the amount of vocabulary one possesses as vocabulary forms the biggest part of the meaning of any language (McCarthy, 1988). Vocabulary, however, is the biggest problem for most learners. In view of this, vocabulary acquisition is currently receiving attention in second language pedagogy and research. But it is still a contentious issue how learners acquire vocabulary effectively and efficiently or how it can best be taught.

In addition, modern approaches -as holistic approach and integrative approach- to learning English place emphasis on communicative activities in order to help students to use English to communicate. Many workshops have been held in order to pursue a new purpose of EFL. Teachers have tried activities which are effective for facilitating the four skills. Many teachers have tried to shift their teaching styles from a traditional method as grammar translation method to communicate one as holistic approach. Thus, study of teaching techniques is very popular among teachers. However, a study of students themselves has not had much focus yet. Studying vocabulary learning strategies is a study which focuses more on students themselves. In most Asian countries, curriculum designers and EFL instructors try to emphasize on holistic or integrative approach but in most cases they cannot change teacher-centered classrooms to student-centered ones. It is only in a few cases that they succeed in making a student-centered classroom environment where they often use methods and materials that have been developed with the learning needs of native speakers of English in mind. In many cases, neither students nor teachers are aware that difficulty in learning class material, high frustration levels, and even failure may not rest solely in the material itself.

Vocabulary is generally given little emphasis in the university curriculum in Asian countries (Fan, 2003). The situation is the same in Iran as an Asian country. Generally, the emphasis on English teaching in universities in Asian countries is on the four language skills. Vocabulary teaching in many classrooms is largely incidental (Fan, 2003; Catalan, 2003). This means that when a particular word or phrase appears difficult for the students, they are told the definitions. Occasionally, this may be supplemented with the collocations of the target words or information about how the words are used, for example, whether they are used to express negative emotions or whether the word is used in formal situations etc. More often, however, finding out about new vocabulary items is left to the discretion of the students, and they are encouraged to turn to dictionaries to look up for meanings of words (Catalan, 2003). Catalan continues that vocabulary learning is, therefore, largely ad hoc and very dependent on the efforts of the teachers and students. This ad hoc approach to vocabulary learning may lead to a general inadequacy in vocabulary knowledge among Asian university students. As Fan (2003) states this inadequacy has been repeatedly pointed out by the researchers and lecturers as one of the factors in the unsatisfactory performance of students in their exams. He continues that the inadequacy in lexical knowledge may hinder students’ proficiency development and affect their performances in public exams. It is high time for teachers to look into ways to enhance vocabulary knowledge in university students.


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1.2. Significance of the study

This study aims to survey students’ vocabulary learning strategies. The researcher believes that an awareness of individual differences in learning makes EFL educators and curriculum designers more sensitive to their roles in teaching and learning. Furthermore, it will permit them to match teaching and learning so as to develop students’ potentials in EFL learning as well as to assist students to become cognizant of the ways they learn most effectively. It also helps the students to develop strategies and ways to become more motivated and independent learners. The understanding of the students’ beliefs of vocabulary learning and their vocabulary learning strategies use enables teachers and researchers to design appropriate materials and activities to help them improve their vocabulary learning so as to enhance their lexical competence. 1.3. Objectives of the study

This study is mainly about trying to understand aspects of one area of language learning that is vocabulary learning in order to possibly identify implications for teaching. As Johnson and Johnson (1998:280) state, it seems “increasingly unlikely that we are going to understand very much about teaching if we fail to try to understand learning at the same time”. This study was designed to provide baseline data for future research on the vocabulary learning strategies of EFL speakers and to provide insights for the EFL classroom. The present study mainly aims:

1) To explore the most and least frequently used vocabulary learning strategies by Iranian undergraduate students.

2) To explore the overall frequency of strategy use by Iranian EFL undergraduate learners as high strategy users, medium strategy users and low strategy users.

3) To explore the contribution of Iranian EFL undergraduate learners’ vocabulary learning strategies to their vocabulary size.

1.4. Research questions

This research will investigate a few effective factors in learning English as a foreign language. The following research questions can be formulated for the following study:

1) What are the most and least frequently used categories of vocabulary learning strategies by Iranian undergraduate EFL students?

2) Are Iranian EFL students, high, medium, or low vocabulary learning strategy users? 3) Do vocabulary learning strategies contribute to the vocabulary size of the students?

2. Review literature Vocabulary learning strategies can be considered a subset of general learning strategies in second language acquisition. Interest in learning strategies first developed in the 1970s with research to identify the characteristics of good language learners (Naiman et al., 1978; Rubin, 1975). O'Malley and Chamot define learning strategies as “the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information” (1990:1). This very broad definition is echoed by Schmitt in defining vocabulary learning strategies. Schmitt says learning is “the process by which information is obtained, stored, retrieved and used... therefore vocabulary learning strategies could be any which affect this broadly defined process” (1997:203). This definition leaves open to question whether vocabulary learning is incidental or deliberate, a factor which has been much debated in the literature. In his definition Nation makes clear the intentional character of vocabulary learning and, interestingly, bases his description on the qualities a strategy must possess in order to warrant attention from a teacher.

Call for helping learners improves the way they go about learning vocabulary have been made on a number of grounds. Sokmen (1997: 225) argues for helping learners learn how to acquire


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vocabulary on their own, noting that it is “not possible for students to learn all the vocabulary they need in the classroom”. Cunningsworth (1995: 38) regards helping learners develop their own vocabulary learning strategies as “a powerful approach”, which can be based on sensitization to the systems of vocabulary, encouragement of sound dictionary skills and reflection on effective learning techniques. In view of the importance of these strategies, it is useful to find out what vocabulary learning strategies are and examine how they help to build up one’s vocabulary, and what strategies the textbooks should introduce to learners.

Brown and Payne (1994) identify five steps in the process of learning vocabulary in a foreign language: (a) having sources for encountering new words, (b) getting a clear image, either visual or auditory or both, of the forms of the new words, (c) learning the meaning of the words, (d) making a strong memory connection between the forms and the meanings of the words, and (e) using the words. Consequently, all vocabulary learning strategies, to a greater or lesser extent, should be related to these five steps (Fan, 2003: 223).

It is possible to view a vocabulary learning strategy from at least three different angles. First, a vocabulary learning strategy, very broadly speaking, could be any action taken by the learner to aid the learning process of new vocabulary. Whenever a learner needs to study words, he/she uses strategy/strategies to do it. Second, a vocabulary learning strategy could be related to only such actions which improve the efficiency of vocabulary learning. Hence, there are actions which learners might employ but which do not enhance the learning process – a perfectly possible scenario with poor learners. Third, a vocabulary learning strategy might be connected to conscious (as opposed to unconscious) actions taken by the learner in order to study new words. Ideally, learners should be made aware of ‘good’, efficient strategies, so that they could freely and consciously choose the one(s) suitable for them. It should be borne in mind, though, that a strategy that works well for one student may completely fail with another and that for a concrete learning situation one strategy may work better than another. 2.1. Importance of Vocabulary Learning Strategies

The main benefit gained from all learning strategies, including strategies for vocabulary learning, is the fact that they enable learners to take more control of their own learning so that students can take more responsibility for their studies (Nation, 2001; Scharle & Szabó, 2000). Consequently, the strategies foster “learner autonomy, independence, and self-direction” (Oxford & Nyikos, 1989: 291). Equipped with a range of different vocabulary learning strategies students can decide upon how exactly they would like to deal with unknown words. A good knowledge of the strategies and the ability to apply them in suitable situations might considerably simplify the learning process of new vocabulary for students for instance, independence in selecting which words to study results in better recall of the words than when the words are chosen by someone else. (Ranalli, 2003: 9)

Nation (2001) believes that a large amount of vocabulary could be acquired with the help of vocabulary learning strategies and that the strategies prove useful for students of different language levels. As learning strategies are “readily teachable” (Oxford & Nyikos 1989: 291), the time teachers spend on introducing different ways of vocabulary learning and practicing to students cannot be considered as wasted. Cameron (2001) believes that children may not implement vocabulary learning strategies on their own and they should be trained to use the strategies.

A number of linguists have long recognized the importance of learner independence in vocabulary acquisition. The view of Gairns and Redman (1986) is that students should be more responsible for their learning and pay greater attention to individual needs. The reason is that after elementary level, it is increasingly difficult for teachers to select vocabulary equally useful to all students; thus time spent on teaching may be wasted. Schmitt (2000) sees the need to help learners acquire the strategies necessary to learn words on their own. Oxford and Scarcella (1994) advocate the provision of systematic vocabulary instruction to let learner master specific strategies to acquire words even outside their classes.


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For Nation (1990; 2001), the most important way to learn vocabulary is learners using strategies independently of a teacher. In his recent publication, strategy training is suggested to be part of a vocabulary development program. According to Schmitt and Schmitt (1995), the best teaching plan may be to introduce a variety of learning strategies to students so that they can decide for themselves the ones they prefer. This echoes learners' need to develop their strategy knowledge. 2.2. Types of Vocabulary Learning Strategies

As demonstrated by the classifications of vocabulary learning strategies proposed by different researchers, the range of different vocabulary learning strategies is wide. The following part aims to take a closer look at the most important category of the strategies. The general organization of the strategies below is based on Schmitt’s (1997) taxonomy, i.e. the names of the broad categories of the strategies derive from his classification. Schmitt (1997, 2000), however, suggests two dimensions of L2 vocabulary learning strategies: discovery and consolidation strategies which distinguish the strategies that learners use to determine the meaning of new words when they first encounter them from the ones they use to consolidate meanings when they encounter the words again. The former refers to determination and social strategies whereas the latter includes social, memory, cognitive, and metacognitive strategies, with 58 individual strategies in total. This categorization is based, in part, on Oxford’s (1990) taxonomy of language learning strategies and offers a taxonomy that classifies strategies into five groups: determination, social, memory, cognitive, and metacognitive. Each of these will now be examined in turn. 3. Research Subject In order to reach the maximum statistical power parameters all available second year EFL undergraduate students at Fars province which were around 250 included in the present study. The second year students were selected since they had received enough input to answer the vocabulary learning strategies questionnaire while the first year students might had not received enough input and could not answer vocabulary learning strategy questionnaire. Fars province was randomly selected among 30 provinces around the country based on cluster sampling. 4. Research Instrument This research utilizes two kinds of instruments, namely Schmitt's vocabulary learning strategy questionnaire adopted from Bennet (2006) with a reliability coefficient of 0.78. All 41-items in the questionnaire are classified under 5 different groups of strategies as determination, memory, social, cognitive, and metacognitive. The other instrument utilized for this piece of research is Nation's standardized vocabulary size test which includes 140 items and will determine the learners' vocabulary size in a range of 0 to 14000. Each item in the test has a score value of 100. 5. Research Findings Research findings will be discussed based on the order of research questions. First, vocabulary learning strategies and their frequency of use will be discussed according to the participants' responses to vocabulary learning strategies by using descriptive statistics. Second, it will be determined if Iranian EFL students are high, medium, or low strategy users. Finally, contribution of vocabulary learning strategies to the learner' vocabulary size will be analyzed and discussed based on the data analysis that used multiple regression statistics stepwise method.


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5.1. Vocabulary learning strategies' frequency of use

The descriptive statistics related to the participants' reported use of vocabulary learning strategies, measured by the vocabulary learning strategy questionnaire is summarized in the following table. Table 1: Rank order of the most and least frequently used categories of strategies

Strategy Mean SD Rank Strategy use Determination 3.25 0.60296 1 Medium Memory 3.15 0.64180 2 Medium Metacognitive 3.08 0.79952 3 Medium Cognitive 2.92 0.72703 4 Medium Social 2.70 0.74284 5 Medium

According to the above-mentioned table, determination strategies (mean= 3.25; SD=0.60) are

determined as the most frequently used strategies by the respondents followed by memory (mean=3.15; SD=0.64), metacognitive (mean=3.08; SD=0.79), and cognitive strategies (mean=2.92; SD=0.72) respectively. Furthermore, social strategy is determined as the least frequently used strategy with mean score of 2.70 and standard deviation of 0.74.

Analyzing all 41 strategies categorized under the above-mentioned categories of strategies revealed the most and least frequently used strategies in more details which are shown in Table 2. Table 2: Rank order of the most and least frequently used strategies

Strategy Category Mean SD Rank Use monolingual dictionary Determination 4.26 0.78492 1 Guess meaning from context Determination 4.06 0.63968 2 Study new words many times Metacognitive 3.91 0.98081 3 Connect the word to its synonyms and antonyms Memory 3.76 0.89763 4 Use new words in sentences Memory 3.73 1.04826 5 Use Eng. language media Metacognitive 3.71 1.06148 6 Take note or highlight Cognitive 3.63 1.21721 7 Study the sound of a word Memory 3.56 1.04000 8 Make lists of new words Cognitive 2.36 1.18855 9 Write paragraphs using several new words Memory 2.33 0.95893 10 Study the word with classmates Social 2.30 0.79438 11 Ask classmates for the meaning Social 2.20 0.88668 12 Check for L1 cognate Determination 2.16 1.01992 13 Use physical action when learning a word Memory 2.06 1.14269 14 Talk with native speakers Social 1.89 0.97320 15 Ask the teacher to check definition Social 1.66 0.71116 16

As table 2 displays, analysis of the mean scores show that the first eight strategies are the most

frequently used strategies as reported by the respondents. These eight strategies consist of 'use monolingual dictionary' (mean=4.26; SD=0.78), 'guess meaning from context' (mean=4.06; SD=0.63),' study new words many times' (mean=3.91; SD=0.98), 'connect the word to its synonyms and antonyms' (mean=3.76; SD=0.89), ' use new words in sentences' (mean=3.73; SD=1.04), 'use English language media' (mean=3.71; SD=1.06), 'take note or highlight' (mean=3.71; SD=1.06), 'study the sound of the new word' (mean=3.56; SD=1.04) respectively. The second eight strategies were reported by the respondent as the least frequently used strategies which include the strategies 'ask the teachers to check definition' (mean=1.66; SD=0.71), 'talk with native speakers' (mean=1.89;SD=0.97), 'use physical action when learning a word' (mean=2.06; SD=1.14), 'check for L1 cognate' (mean=2.16; SD=1.01), 'ask classmates for the meaning' (mean=2.20; SD=0.88), 'study the word with classmates' (mean=2.30; SD=0.79), 'write paragraphs using several new words' (mean=2.33; SD=0.95), 'make lists of new words' (mean=2.36; SD=1.18) respectively.


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To answer the second research question and determine to what extent learners use the strategies, the mean score and standard deviation of overall strategy use (Table 3) were calculated. Scoring system suggested by Schmitt (1997) and Oxford (1990, 2001) categorizes the scores to three different levels. Scores below 2.4 show a low strategy use, scores between 2.4 and 3.5 show a medium strategy use and scores above 3.5 show high strategy use. Table 3: Score analysis for overall strategy use

Mean SD Min Max 3.02 0.56362 1.59 4.35

According to table 3, the respondents of the present study were found to be medium strategy

users with mean score of 3.02 and standard deviation of 0.56362 for overall strategy use. 5.2. Relationship between vocabulary learning strategies and vocabulary size

To determine if a relationship and variance contribution exists between 41 independent variables (vocabulary learning strategies) and total vocabulary size of the learners, multiple regression stepwise analysis was used. Table 4 shows the analyzed results of the multiplied regressive analysis of the "stepwise" method which involve a total of 41 vocabulary learning strategies. Only nine vocabulary learning strategies showed a correlation and significant contribution (p< 0.05) toward the learners' total vocabulary size. Table 4: Stepwise multiple regression analysis for vocabulary learning strategies which influence EFL

learners' vocabulary size

Variables B Beta (ß) T Sig. T R² Contrib

ution (%)

Use physical action when learning a word (Mem.) 382.110 0.311 3.251 0.002 0.096 9.6 Interact with native speakers (Soc.) 403.390 0.318 3.510 0.001 0.197 10.1 Take note or highlight (Cog.) 235.670 0.213 2.178 0.032 0.235 3.8 Study new words many times (meta.) 331.269 0.265 2.562 0.012 0.284 4.9 Use Bilingual dictionary (deter.) 208.036 0.209 2.335 0.022 0.323 3.9 Use English language media (meta.) 273.087 0.227 2.609 0.011 0.368 4.5 Study the word with classmates (Soc.) 216.866 0.211 2.377 0.020 0.387 1.9 Study the sound of a word (Mem.) 196.414 0.177 2.135 0.035 0.416 2.9 Repeat the words verbally (Cog.) 228.462 0.192 2.125 0.036 0.443 2.7 44.3

Note: Mem=Memory; Cog=Cognitive; Soc=Social; Deter=Determination; Meta=Metacognitive

The stepwise multiple regression analysis in table 4 reveals nine vocabulary learning strategies which have correlations and contributions (34.7%) of significance (p< 0.05) toward learner's vocabulary size.

The test results revealed a correlation between the dependent variable (vocabulary size) and the whole of the independent variable group is 0.423 (multiple regression). The variance value of dependent variables correlated significantly with all independent variables. This can be explained through the power which is able to describe the regression model with the value (R2), which is 44.3.

The main practice and the highest for the learner's vocabulary size is 'interacting with native speakers' which is one of the strategies under the category of social (B= 0.318, T= 3.510, Sig. T= 0.001) and its contribution is as much as 10.1 percent. This circumstance shows that when 'interacting with native speakers' adds up by one unit, the level of vocabulary size increases by 0.318 units.

The beta (B) value for 'using physical action when learning a word' shows great effect on learner's vocabulary size if they use physical action when learning new words. (B= 0.311, T= 3.251,


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Sig. T= 0.002). When the score of 'using physical action when learning a word' adds up by one unit, learner's vocabulary size increases by 0.311 units with contribution of 9.6 percent. 'Study new words many times' has an effect on the learners' vocabulary size (b= 0.265, T= 2.562, Sig. T= 0.012). Related to this is when the score of studying new words many times adds up by one unit, the learners' vocabulary size increases by 0.265 units, with a contribution of 4.9 percent. In other words, the learners who study new words more times show greater size of vocabulary compared to those who study new words less times.

Learners who use 'English language media' exhibited a higher vocabulary size than those who do not use or use less English language media (B= 0.227, T= 2.609, Sig. T= 0.011) and contributed to 4.5 percent. This circumstance is clear when seen through statistics; when the score of using English language media increases by one unit, a direct effect exists towards learners' vocabulary-size which increases by 0.227 units. The Beta (B) value for 'using bilingual dictionary' variable reveals the learners who stated that using bilingual dictionary is important toward building a higher vocabulary size (B= 0.209, T= 2.335, Sig. T= 0.022) and contributing to 3.9 percent. This circumstance can be explained when the score for 'using bilingual dictionary' increases one unit, learners' vocabulary size increases by 0.209 units. In other words, when the learners used bilingual dictionary, they showed a greater size of vocabulary compared to those who preferred monolingual dictionary.

The sixth strategy which has an effect and contribution as much as 3.8 percent toward learners' vocabulary size is 'taking note or highlighting a new word' (B= 0.213, T= 2.178, Sig. T= 0.032). This circumstance clearly reveals that when the score for 'taking note or highlighting' strategy increases by one unit, the size of learners' vocabulary increases by 0.213 units. In other words, learners who always take note or highlight new words, the also display a higher vocabulary size compared to groups who didn't take note or highlight new words.

The next strategy which has an effect on learners' vocabulary size is 'studying the sound of a word' (B= 0.177, T= 2.135, Sig. T= 0.035) and directly contributing to as much as 2.9 percent. This circumstance occurs when the score of 'studying the sound of a new word' increases by one unit, the size of vocabulary increases by 0.177 units. In other words, learners who study the sound of new words display a higher vocabulary size compared to those who don't study the sound of new words.

Another strategy which is found to affect vocabulary size of learner is 'verbal repetition' (B= 0.192, T= 2.125, Sig. T= 0.036) with contribution as much as 2.7 percent. This circumstance shows that when the score of verbal repetition increases by one unit, the learners' vocabulary size increases by 0.192 units. In other words, learners who always repeat new words verbally show a higher size of vocabulary compared to those who do not repeat the words verbally or those who use written repetition.

'Study the word with classmates' is the last strategy which influences learners' vocabulary size (B= 0.211, T= 2.377, Sig. T= 0.020) and directly contributing to as much as 1.9 percent. This circumstance happens when the score of 'studying the word with classmates' increases by one unit, the size of vocabulary increases by 0.192 units. In other words, those who study words with classmates show a higher vocabulary size compared to those who study the words with other persons as relatives and teachers.

From the discussion above, the power which explains the regression model by using the stepwise framework reveals only the selected nine independent variables have a correlation in contributing and having an affiliated effect toward increasing vocabulary size. It is clear that the learners vocabulary size is influenced by nine vocabulary learning strategies of best practices and of significance, namely using physical action when learning a word, interacting with native speakers, taking note or highlighting, studying new words many times, using bilingual dictionary, using English language media, studying the word with classmates, studying the sound of a word, and repeating the word verbally.


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6. Discussion Iranian undergraduate EFL learners are medium strategy users. Even all five categories of vocabulary learning strategies were reported at a medium level. It may be due to the course –study skills- they pass in the first semester of their studies. This course makes freshmen familiar with different learning techniques and strategies in order to have better learning. However, Iranian EFL learners revealed more interest in discovering the meaning of new words –determination strategy- rather than other categories of strategies which mostly used to retain the meaning of new words. Among the strategies used to retain the meaning of new word, Iranian EFL learner used memory strategies more frequently while social strategies were used less frequently. This finding is consistent with the results of other studies which investigated Iranian EFL learners' learning strategies as Sarani and Kafipour (2008) and Zarafshan (2002). Sarani and Kafipour stated why memory strategy is the most frequently used strategy for the purpose of retaining new words while current training setting is communicative approach. They stated that the current communicative university training setting which depends relatively little on the requirement to memorize a lot of materials is not followed and practiced correctly by lecturers and students in Iran. Both sides have strong interest to follow the traditional approach which put a high emphasis on the role of memory in learning. They continue that teaching material are not totally consistent with communicative approach and needs to be revised. The researcher believes that it is necessary to justify the lecturers why communicative approach needs to be followed strictly. Some short-term training courses for the lectures may be more beneficial. They will learn how to promote this approach in their teaching and how to motivate their students to follow it.

Furthermore, curriculum designers should try to revise the books and teaching materials to be more appropriate for communicative approach. On the other hand, Iranian EFL learners use social strategies less frequently. Zarafshan (2002) stated in his MA thesis why Iranian EFL learners don't tend to use social strategies. He stated that curriculum design doesn't promote collaborative and social learning. Opportunities for such approach have not been provided in educational institutes and universities. He continued that the formal approach is communicative approach but it is not practiced actually. Both learners and lecturers interested in traditional approach in which the teacher is the center of learning. The teacher provides all materials and students only follow the lecture's instruction. Thus, there is no room for learning through discussion and applying social strategies. However, this study showed that two out of five social strategies directly contribute to the learners' vocabulary size (See table 4). It seems that curriculum designers need to pay more attention to this strategy when designing teaching material. Educational institutes should prepare any necessary facilities to conduct social learning such as discussion rooms and etc.

Looking at sub-categories of strategies applied by Iranian undergraduate EFL learners reveals more interesting results. Iranian EFL learners use monolingual dictionary as a determination strategy more than any other strategy among overall 41 sub-categories of strategies while this strategy doesn't contribute to their vocabulary size. Unlikely, using bilingual dictionary has been proved to help them increase their vocabulary size. This may be due to insufficient knowledge toward how to use monolingual dictionary. Sarani and Kafipour (2008) pointed to this problem. He said the students are offered a course namely "study skills" in the first semester of their studies. The lecturers talk a lot about the importance of using a monolingual rather than bilingual dictionary but they don't provide enough information on how to use monolingual dictionary more appropriately. Lecturers of other courses also instructs the students to bring monolingual dictionary at classroom to use when necessary but they don't talk at all about how to use monolingual dictionary to fit their different academic needs. The researcher believes that the respondents of the current study are aware of the importance of monolingual dictionary and try to use it more frequently. However, their lack of sufficient knowledge on how to use monolingual dictionaries leads them to improper use. That is why using monolingual dictionary didn't contribute to their vocabulary size.

Among the most frequently used strategies by the respondents only three of them contributed to the learners' vocabulary size as taking note or highlighting, studying new words many times, and using


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English language media. It seems the learners are aware of the role of these strategies in their vocabulary learning and use them frequently. The researcher believe that lecturers and curriculum designers should be advised to focus more on these strategies in their teaching and designing teaching materials such as books, assignments, and etc. According to Oxford (1990), focusing on the strategies preferred by the learners in teaching and curriculum design will enhance learning and make it more enjoyable for learners.

Three strategies among the least frequently used strategies contributed to learners' vocabulary size. These strategies consist of talking with native speakers, studying the word with classmates, and using physical action when learning a word. Two out of three least frequently strategies belong to the category of social strategy. As Zarafshan (2002) states, few native speakers exist in Iran and it is not easy to find native speakers to interact with. He mentioned it as the main reason why this strategy is reported less frequently by the learners. The researcher suggests the lecturers try to make the learners aware of the contribution of these strategies to their vocabulary size and ask them to use these strategies in their vocabulary learning. The lecturers should teach the learners how to use these strategies whenever necessary and try to include these strategies in class activities, assignments, etc, in order to force the learners to internalize these strategies. Oxford (2001) stated that making the students aware of the strategies they use in learning is one of the ways to enhance their learning. When they are aware of the strategies which help them to learn better, they are motivated to use them more frequently in their learning.

Verbal repetition and bilingual dictionary are next strategies found to influence the learners' vocabulary size. These two strategies were reported by the respondents in a medium level. (1990) suggested that using a strategy at a medium level shows the learners are aware of the strategy but they need to be encouraged to use the strategy more in their learning. It can be done by asking the students in class to repeat the new word verbally after the lecturer and asking them to continue the use of this strategy at home. 7. Suggestions It is suggested that future studies should take into consideration qualitative data collection to triangulate the data. It may show if what the learners reported in questionnaire is consistent with what they actually do. To achieve this purpose, journal writing as a qualitative data collection is beneficial. Furthermore, other relevant variables can be investigated to find if vocabulary learning contribute to them or not. One of these variables which is expected to be affected by vocabulary learning strategies is reading comprehension. Theoretically, schema theory shows a relationship between reading comprehension and vocabulary leaning strategies. 8. Conclusion In summary, this study showed that vocabulary learning strategies contribute to vocabulary size of the learners. However, only nine out of 41 vocabulary learning strategies showed a contribution and significant relation to vocabulary size. These strategies consist of three most frequently used strategies belong to cognitive (take note or highlight: the third strategy contributed to vocabulary size) and metacognitive (study new words many times: the fourth strategy contributed to vocabulary size; using English language media: the sixth strategy contributed to vocabulary size) and three least frequently used strategies belong to social (talking with native speakers: the first strategy contributed to vocabulary size; studying the word with classmates: the seventh strategy contributed to vocabulary size) and memory (using physical action when learning: the second strategy contributed to vocabulary size) strategies. Using bilingual dictionary and verbal repetition reported at a medium level are the fifth and ninth strategies contributed to vocabulary size of the learners.


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Vocabulary Learning Strategies of Iranian Undergraduate EFL