The Effect of Vocabulary Strategy Training among Autonomous and Non-Autonomous Learners in Iranian EFL Context

Abstract

Vocabulary has been regarded as a fundamental element of learning English as a Foreign Language (FL). However, the present situation suggests that students in this context are not learning vocabulary at a feasible pace that will help them develop sufficient competency for handling academic studies at tertiary level of education. The present study aims at looking at the effect of Iranian EFL learners’ vocabulary strategy training on the retention of vocabulary and to study this effect among autonomous and non-autonomous learners. Eighty students from four intact classes in Gogan were selected for the purpose of this study. Each intact class was randomly selected as an experimental group and a control group. After the pretest was given to the participants, they were taught by three types of vocabulary instruction including word parts, elaboration technique, context clues or guessing meaning from context. The findings revealed that experimental group made progress over time, that is, the students from this group attained an increase in scores from pretest to posttest. Further, there was a significant difference between autonomous and non-autonomous learners in posttest in experimental group. The results of this study raise more questions and point out the need for the implementation of autonomy in relation to vocabulary achievement.