Empowering Vocabulary Mastery: Exploring Self-Regulation Strategies Among Iranian EFL Learners

Abstract

Recent developments in foreign language education have sparked numerous studies emphasizing the importance of students' goal-setting, learning strategy selection, and management of their learning processes. Language learners frequently encounter difficulties in utilizing self-regulation strategies, which educators must address to effectively support their students. This research critically examines the emerging significance of self-regulation learning strategies in vocabulary acquisition. Utilizing an explanatory sequential design and various data collection methods, including questionnaires, interviews, and observations, this study aimed to shed light on different aspects of self-regulation strategy use among 200 Iranian EFL pre-intermediate and intermediate level students, selected through convenient sampling from various English institutes in Urmia, Iran. Statistical analyses, such as the T-test and Mann-Whitney test, indicated that Iranian EFL learners' application of self-regulation strategies for vocabulary learning is above average. The subscales of self-regulated learning strategies positively influence vocabulary acquisition. Additionally, the findings revealed no significant difference in vocabulary learning between male and female Iranian EFL learners. Furthermore, the interviews suggested that learners who consistently employed self-regulation strategies experienced enhanced vocabulary acquisition, better retention, and more effective usage in speaking and writing tasks.