فرحناز ریمانی نیکو

Self-regulation is crucial in foreign language acquisition, requiring learners to set clear goals, choose effective strategies, and manage their learning. However, many face challenges in applying these strategies, indicating a need for educator support. This study examined the impact of Self-Regulated Learning (SRL) strategies on word knowledge and speaking competence among Iranian EFL learners. Data was collected from 200 pre-intermediate and intermediate students using the Vocabulary Levels Test (VLT), Self-Regulating Strategy in Vocabulary Learning Scale (SRCvoc), and Key English Test (KET), along with semi-structured interviews with 30 learners in Urmia, Iran. Analysis included descriptive statistics, multiple regression, ANOVA, and thematic analysis. Results showed that learners utilized SRL strategies for vocabulary learning above average, with specific subscales positively affecting acquisition. Commitment control emerged as the most significant factor influencing speaking proficiency, explaining 58.6% of the variance, while satiation control had minimal impact at 15.8%. Challenges in time management, motivation, and anxiety were also identified. The research advocates for targeted interventions to enhance commitment and motivation, contributing valuable insights for educators to improve learning outcomes through tailored instructional strategies that integrate self-regulation training into language curricula.

This study focused on the importance of Vocabulary Learning Strategies (VLSs) in English for Academic Purposes (EAP) and how Iranian EAP students learn academic vocabulary. The study used a predominantly quantitative approach by gathering data from 238 participants through online self-report VLS questionnaires, which were analyzed using SPSS-26. A triangulation approach was used to ensure accuracy and consistency, with qualitative data gathered through semi-structured interviews with 20 students. The analysis revealed that participants frequently used strategies for incorporating new vocabulary into their repertoire. Additionally, teacher-related, student-related, and material-related themes emerged through coding the participants’ beliefs. The results indicated that raising learners’ consciousness of VLSs, training teachers, providing tasks for all language skills, using technology, materials revision, and developing autonomous and independent learning can help with vocabulary acquisition and the satisfaction of EAP students. Overall, this study highlights the importance of VLSs in EAP and provides insights into effective strategies for acquiring academic vocabulary.