The Relationship between Iranian EFL Learners Rote Learning Strategy Use and Their Level of Proficiency

Abstract

The purpose of this study was to investigate the Iranian EFL learner’s rote learning (RL) strategy use among vocabulary learning strategies. It also intended to find out whether the students' level of L2 proficiency would affect the pattern of their rote learning strategy use. To conduct the study, fifty Iranian EFL learners, studying English at the private language institute, were selected to participate in the experiment, and then, they were divided into low and high intermediate levels based on their scores on FCE test. Two instruments were used to collect the needed data, i.e., a vocabulary learning strategy questionnaire, a vocabulary test. The vocabulary learning strategy questionnaire and the vocabulary test were administered in two consecutive weeks and students completed them in the classroom. The results indicated that Iranian EFL learners used rote learning strategies more frequently than other categories of memory strategy. Besides, the results showed that there was some statistically significant difference between high and low-intermediate learners regarding their rote learning strategy use.