Exploring the Role of Self-Regulatory Capacity in Vocabulary Learning of Iranian EFL Learners

Abstract

As the role of vocabulary is very essential in language learners’ ability to convey their intended messages, this study has tried to examine the use of self-regulated learning strategies in vocabulary learning of 100 EFL intermediate level learners studying in language institutes of Neyriz, Iran. Using survey method of research, data were collected by administration of ‘Self-regulating Capacity in Vocabulary Learning’ scale (SRCvoc). The obtained results revealed that the participants were moderate users of self-regulated strategies in their vocabulary learning and considering the subscales, environmental regulation obtained the highest mean, being the most influential one while the least influential subscale was emotional regulation. In addition, males had a higher mean score in use of self-regulatory strategies. The outcome of this study will hopefully lead to teachers’ attempts in providing students with the required domain, instrumental support, and strategy knowledge to operate independently and have a better performance in their vocabulary learning.

Keywords

• EFL learners
• Gender
• Self-regulation strategies
• Vocabulary learning