Abstract:
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.
Machine summary:
"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).
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.
Initially, two questionnaires, one on learner autonomy and the other on vocabulary learning strategies, were piloted to 20 (8 males and 12 females) undergraduate EFL students majoring in ELT at Islamic Azad University, Tabriz branch by the researcherin order to reveal any probable problem before the main study was conducted.
At the next step, the two piloted questionnaires regarding learner autonomy and vocabulary learning strategies were distributed in 5 classes among 90 students who were appointed as the participants at Tabriz Azad University, Iran, by the researcher.
Azimi Mohammad Abadi and Baradaran (2013) conducted a research study to find out the relationship between learner autonomy and vocabulary learning strategies among 190 male and female learners with different language proficiency level.
The results of Pearson Product correlation analysis in their study revealed a statistically significant relationship between EFL learners’ autonomy and vocabulary learning strategies.
In their study, the relationship between learner autonomy and vocabulary learning strategies among EFL male and female learners with different language proficiency level were investigated."