Abstract
The present study set out to investigate vocabulary learning strategies adopted by 173 undergraduate students (89 EAP students and 84 EFL majors studying at Bu-Ali Sina University-Hamedan, Iran). The data collection instrument adopted was a validated Likert-scale structured questionnaire. The results of independent samples t-tests indicated that, overall, the two groups were not significantly different in the choice and use of vocabulary learning strategies. However, running Chi square analyses, significant differences were found in individual strategy use in 7 out of 45 strategies. The implications of the study are discussed in detail in the paper.
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