This study was motivated by an interest in the process of acquiring EAP vocabulary for Iranian university students. The study identified the vocabulary learning strategies of 360 undergraduate EAP students considering the role of multiple intelligences and online education platforms using self-reported questionnaires. They were members of Telegram groups studying engineering, medical sciences, and humanities at different universities in Iran. Descriptive analysis of the VLS survey indicated that the participants frequently use strategies for making the new vocabulary part of their repertoire, followed by strategies for getting the meaning of the new word, and studying the vocabulary, respectively. Inferential analysis of the VLS data revealed that engineering students use different strategies to get the meaning of a new word to which they are exposed in the online classroom. Descriptive and inferential analysis of the participants’ MIs demonstrated the positive relationship of logical-mathematical, visual-spatial, bodily-kinesthetic, musical, and intrapersonal intelligence to the use of strategies for making the new vocabulary part of the repertoire only for the engineering group. The results suggest implications for EAP practitioners and learners. پرونده مقاله

The research on Vocabulary Learning Strategies (VLSs) and Vocabulary Teaching Strategies (VTSs) has mainly focused on the quantitative approach and EFL learners in face-to-face classrooms. The present study, however, addressed learners of English for Academic Purposes (EAP) to probe into their views toward teaching and learning vocabulary in online and offline contexts. Through structured interviews, the study used a qualitative approach. A total of 22 undergraduate Iranian EAP students (humanities, engineering, and medical sciences) provided qualified responses to contribute to filling the research gap. After analyzing, categorizing, and organizing the data, themes and sub-themes emerged through coding. The transcripts and codes were rechecked to verify the data and check the validity. Interpretation of the data indicated that instruction of EAP vocabulary can be deepened by raising learners’ consciousness of VLSs, training teachers for EAP courses, adding activities, exercises, and tasks for the improvement of all language skills, and the use of technology for meeting the needs of EAP learners. The results also provide implications for improving EAP materials and promoting the learners’ motivation, autonomy and independence. پرونده مقاله