Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran

The current study investigated the relationship among vocabulary learning strategies, vocabulary knowledge, and reading comprehension of Iranian undergraduate EFL students. In addition, the study tried to find the contribution of vocabulary learning strategies to vocabulary size and reading compr...

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Main Author:	Reza, Kafipour
Format:	Thesis
Language:	English English
Published:	2010
Subjects:	Vocabulary - Study and teaching (Higher) - Foreign speakers Reading comprehension - Study and teaching (Higher) - Iran Reading (Higher education) - Iran
Online Access:	http://psasir.upm.edu.my/id/eprint/12421/1/FPP_2010_7A.pdf
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id	my-upm-ir.12421
record_format	uketd_dc
spelling	my-upm-ir.124212013-05-27T07:52:08Z Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran 2010-05 Reza, Kafipour The current study investigated the relationship among vocabulary learning strategies, vocabulary knowledge, and reading comprehension of Iranian undergraduate EFL students. In addition, the study tried to find the contribution of vocabulary learning strategies to vocabulary size and reading comprehension of the students. Fars province was selected according to cluster sampling. Data were collected from all 250 second year undergraduate EFL students. The collection of data was done in two different phases – quantitative and qualitative. In the quantitative phase of the study, the data were collected through a vocabulary learning strategy questionnaire adapted from Bennett (2006). A vocabulary size test developed by Nation (2007) and a TOEFL reading comprehension test were also used in the study. Data were also collected through interviews and journal writing in the qualitative phase of the study. Descriptive statistics showed that Iranian undergraduate 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 language media, skipping or passing new words, repeating verbally, and taking note or highlighting. The least frequently used strategies included checking for L1 cognate, writing paraphrase using several new words, using physical action when learning a word, making word lists, studying the word with classmates, interacting with native speakers, and asking the teacher to check one’s definition. The students were found to have a vocabulary size of 5564 words. Then, Pearson Product Moment Correlation was conducted to find the relationships between variables. The Pearson correlation showed a positive correlation between vocabulary size and reading comprehension of the students. A positive correlation was also found between 14 vocabulary learning strategies and vocabulary size. However, multiple regressions showed that only 9 out of 14 strategies contributed to vocabulary size of the students. These strategies consisted of 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. Pearson correlation also indicated positive correlation existed between 23 vocabulary learning strategies and reading comprehension. However, 5 out of 23 strategies were found to contribute to reading comprehension of the students. These strategies consisted of taking note or highlighting, using physical action when learning a word, asking the teacher to paraphrase or give synonym of new words,asking classmates for meaning, and remembering the word using its affixes and roots. Vocabulary - Study and teaching (Higher) - Foreign speakers Reading comprehension - Study and teaching (Higher) - Iran Reading (Higher education) - Iran 2010-05 Thesis http://psasir.upm.edu.my/id/eprint/12421/ http://psasir.upm.edu.my/id/eprint/12421/1/FPP_2010_7A.pdf application/pdf en public phd doctoral Universiti Putra Malaysia Vocabulary - Study and teaching (Higher) - Foreign speakers Reading comprehension - Study and teaching (Higher) - Iran Reading (Higher education) - Iran Faculty of Educational Studies English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
topic	Vocabulary - Study and teaching (Higher) - Foreign speakers Reading comprehension - Study and teaching (Higher) - Iran Reading (Higher education) - Iran
spellingShingle	Vocabulary - Study and teaching (Higher) - Foreign speakers Reading comprehension - Study and teaching (Higher) - Iran Reading (Higher education) - Iran Reza, Kafipour Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran
description	The current study investigated the relationship among vocabulary learning strategies, vocabulary knowledge, and reading comprehension of Iranian undergraduate EFL students. In addition, the study tried to find the contribution of vocabulary learning strategies to vocabulary size and reading comprehension of the students. Fars province was selected according to cluster sampling. Data were collected from all 250 second year undergraduate EFL students. The collection of data was done in two different phases – quantitative and qualitative. In the quantitative phase of the study, the data were collected through a vocabulary learning strategy questionnaire adapted from Bennett (2006). A vocabulary size test developed by Nation (2007) and a TOEFL reading comprehension test were also used in the study. Data were also collected through interviews and journal writing in the qualitative phase of the study. Descriptive statistics showed that Iranian undergraduate 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 language media, skipping or passing new words, repeating verbally, and taking note or highlighting. The least frequently used strategies included checking for L1 cognate, writing paraphrase using several new words, using physical action when learning a word, making word lists, studying the word with classmates, interacting with native speakers, and asking the teacher to check one’s definition. The students were found to have a vocabulary size of 5564 words. Then, Pearson Product Moment Correlation was conducted to find the relationships between variables. The Pearson correlation showed a positive correlation between vocabulary size and reading comprehension of the students. A positive correlation was also found between 14 vocabulary learning strategies and vocabulary size. However, multiple regressions showed that only 9 out of 14 strategies contributed to vocabulary size of the students. These strategies consisted of 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. Pearson correlation also indicated positive correlation existed between 23 vocabulary learning strategies and reading comprehension. However, 5 out of 23 strategies were found to contribute to reading comprehension of the students. These strategies consisted of taking note or highlighting, using physical action when learning a word, asking the teacher to paraphrase or give synonym of new words,asking classmates for meaning, and remembering the word using its affixes and roots.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Reza, Kafipour
author_facet	Reza, Kafipour
author_sort	Reza, Kafipour
title	Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran
title_short	Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran
title_full	Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran
title_fullStr	Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran
title_full_unstemmed	Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran
title_sort	vocabulary learning strategies, vocabulary knowledge and reading comprehension of efl undergraduate students in iran
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Educational Studies
publishDate	2010
url	http://psasir.upm.edu.my/id/eprint/12421/1/FPP_2010_7A.pdf
_version_	1747811362247016448

Vocabulary Learning Strategies, Vocabulary Knowledge and Reading Comprehension of EFL Undergraduate Students in Iran

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