Omid Salmanpour & Dr. Omid Tabatabei(Corresponding Author)
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Abstract
The aim of the present study was to investigate the effect of using metacognitive vocabulary learning strategies on the vocabulary size among a group of intermediate Iranian EFL students. For that purpose, sixty students at Islamic Azad University of Dezful in Iran were randomly selected and assigned in two intact classes as the participants of the study. By considering total sixty participants, randomly thirty participants were assigned to control group and thirty participants to experimental group. Metacognitive Strategy Test (designed by the current researcher) for measuring the percentage in which participants were familiar with metacognitive strategies as the treatment of the study was the first instrument and Vocabulary Levels Test (VLT) as the other instrument for measuring the vocabulary size was administered before (as pre-test) and after (as post-test) the treatment of the study. Both groups worked on the same reading passages and textbooks. In addition, the students in experimental group were also taught in metacognitive vocabulary learning strategies while the students in control group received traditional teaching without any treatment for 12 sessions. The result of one-way ANCOVA indicated that applying metacognitive vocabulary strategies was beneficial in increasing the students’ vocabulary size.
Keywords: Strategy-Based Instruction, Metacognitive Vocabulary Learning Strategies, Vocabulary Size, EFL students, Vocabulary Levels Test
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