An Exploration of Breadth and Depth of EFL Learners’ Vocabulary Strategy Use Using Structural Equation Modeling
Behzad Hayatbakhsh Abbasi
1
(Ph.D. Student in TEFL, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran)
Mehry Haddad Narafshan
2
(English Department, Kerman Branch, Islamic Azad University, Kerman, Iran)
Peyman Seifaddiny
3
(Islamic Azad University of kerman)
الکلمات المفتاحية: strategy, equation modeling, vocabulary use, breadth and depth of vocabulary,
ملخص المقالة :
Appropriate language learning strategies result in improved proficiency among EFL learners. This paper aimed at investigating the relationship between vocabulary learning strategy use and the breadth and depth of vocabulary knowledge of the EFL learners using structural equation modeling. To fulfill this goal, 200 EFL learners, mainly intermediate level, both genders using cluster sampling procedure, established the participate of the study. Three instruments were used to collect the data: the vocabulary learning strategies survey, the depth and breadth of vocabulary test and vocabulary levels test. Friedman’s test results showed that the proportion of using word learning strategies was not the same among the respondents (p-value <0.05). Comparison of the frequency of using strategies indicates that the MEMORY strategy with (69%) was used more than others and the DETERMINATION strategy with (2.5%) was the least used by the respondents. Also, none of the respondents used SOCIAL vocabulary learning strategy and METACOGNITIVE strategy. Finally, the relationship between DETERMINATION strategy and Breadth of vocabulary knowledge, SOCIAL vocabulary learning strategy and Breadth of vocabulary knowledge, MEMORY learning strategy and Breadth of knowledge, COGNITIVE learning strategy and Breadth of knowledge, METACOGNITIVE learning strategy and Breadth of knowledge, SOCIAL learning strategy and Depth of knowledge, COGNITIVE learning strategy and Depth of knowledge and METACOGNITIVE learning strategy and Depth of vocabulary knowledge is not significant (p-value>0.05). These findings have implication for teachers, students and English language teaching policy makers.
