Exploring Self-Regulatory Strategies for Depth of Vocabulary Knowledge among Iranian EFL Upper Intermediate and Advanced Levels Learners


Masoome Poormand, M.A. in TEFL
Department of English Language Teaching, Danesh-Alborz University, Abyek, Iran.

Houman Bijani, Ph.D. in TEFL (Corresponding Author), Assistant Professor,
Department of English Language Teaching, Islamic Azad University, Zanjan Branch, Zanjan, Iran.

Salim Said Bani Orabah, Ed.D.
Head of English Language Center, University of Technology and Applied Sciences, Ibra, Oman.


The present study investigated the relationship between self-regulated strategies and depth of vocabulary knowledge. To response the objective of the study, a convenient sampling used and 80 students of the English language from Bahar-e-Karaj institution in Iran were chosen in the study. For this purpose, the researchers made use of two main instruments: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006) and word associates test developed by Read (1998). The analysis of the data revealed that there was no relationship between the depth of vocabulary knowledge and self-regulatory strategies of EFL learners studying English, In addition, based on a Mann-Whitney Test and Independent-Samples T-Test which was run to examine the difference between the reported use of self-regulation strategies between the two groups of the participants as having a high and low depth of vocabulary knowledge, The results of the data analysis indicated a significant difference between these variables.