Abstract
The purpose of the study was to determine the impact of self-regulated strategy development (SRSD) on vocabulary learning of students’ English as a foreign language (EFL), and find the relationship between male and female participants with regard to the effect of SRSD on their vocabulary learning. To achieve this goal, 60 homogeneous intermediate EFL learners (30 male and 30 female) were randomly assigned to two groups of 30, a control group who received the mainstream instruction for intermediate learners and an experimental group who received additional training using self-regulated strategy development in their vocabulary instruction. The treatment consisted of five vocabulary learning strategies (using a monolingual dictionary, using new words in sentences, guessing meaning from the context, word part analysis and repetition) which were reinforced through five steps of SRSD, i.e., discuss it, model it, make it your own, support it and independent performance. A quasi-experimental design was adopted to collect the data. The results indicated that self-regulated strategy development can have a significantly positive impact on the vocabulary learning of Iranian intermediate EFL learners and this impact does not differ among male and female EFL learners. Based on the findings of the study, it was suggested that self-regulated strategy development is used in English language classes in order to teach vocabulary. Further educational implications of the study have been elaborated in the paper. DOI: 10.5901/mjss.2015.v6n5s2p249
Highlights
Vocabulary learning plays a crucial role in any language learning context helping learners to better express their feelings and ideas to their interlocutor through communication
This study aimed at investigating the effect of self-regulated strategy development (SRSD) on vocabulary learning of male and female Iranian English as a foreign language (EFL) learners
The findings of this study revealed that self-regulated strategy development has a significantly positive impact on the vocabulary learning of Iranian intermediate EFL learners
Summary
Vocabulary learning plays a crucial role in any language learning context helping learners to better express their feelings and ideas to their interlocutor through communication. In a class where SRSD instruction is applied, learners are provided with opportunities to develop the attributions for effort and the application of workable strategies, the knowledge of various genres, self-efficacy, and a great deal of involvement (Harris, 1985; Harris & Graham, 1992), which may in turn be beneficial in their academic outcome. This suggests that by employing an SRSD model in teaching EFL learners new vocabulary, better results can be expected
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