Abstract
This study investigates the structural relationships of variables impacting the English vocabulary proficiency of 202 elementary school, 197 middle school, and 210 high school Korean learners. English vocabulary tasks and a questionnaire on vocabulary learning strategy were conducted. Vocabulary learning strategy consisted of determination, social, metacognitive, cognitive, and memorization strategies. Results of regression showed that determination and memorization strategies play an important role in English vocabulary ability in elementary learners; memorization strategy predicts a significant amount of unique variance for English vocabulary proficiency in middle school learners; and metacognitive and memorization strategies contribute a significant amount of unique variance to English vocabulary proficiency in high school learners. Findings of structural equation modeling indicated that determination strategy is a direct component in elementary learners, memorization strategy is a direct endogenous variable in elementary and middle school learners, and metacognitive strategy directly influences high school learners English vocabulary achievement.
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