Pre-service English Teachers’ vocabulary learning strategy use and vocabulary size:A cross-sectional evaluation

Abstract

After years of neglect, vocabulary has now been accepted as crucial to be able to interact in the target language. However, it may also become a challenge for learners to master a sufficient amount of vocabulary. It is argued that the use of vocabulary learning strategies leads to effective vocabulary learning. Addressing this relationship, different studies have focused on probing the dynamics of vocabulary learning. In this sense, the current study attempts to examine this issue for EFL university students who are also pre- service English teachers. It aims to investigate the relationship between their vocabulary learning strategy use and vocabulary size. For this purpose, a cross-sectional and mixed research design was adapted and 80 ELT majors from 1st to 4th year participated in the study. In the three-week data gathering process, three instruments were used to measure the participants’ vocabulary size and vocabulary learning strategy use. The results demonstrated that the most frequently used strategy category was determination strategies although it did not have any effect on the participants’ vocabulary size. Multiple regression analysis revealed that the participants’ vocabulary learning strategy use, in general, significantly explained 17.8% of the variation in their vocabulary size.