Abstract
This study explored the effect of vocabulary ability and English proficiency on VLS use of Korean EFL college students. The main data were collected from a vocabulary test, a TOEIC and a VLS questionnaire performed by fifty participants. The results revealed some noticeable patterns of their VLS use and significant group differences. Overall, cognitively less demanding strategies such as discovery and memory strategies were more frequently employed than cognitive and metacognitive strategies. In addition, High group in terms of both vocabulary ability and English proficiency used a wide range of VLSs, especially cognitive and metacognitive strategies. This implies that vocabulary ability and English proficiency are closely related to VLS use. Pedagogical implications were suggested for vocabulary strategy learning and teaching in the EFL context.
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