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Data from 145 intermediate EFL learners are collected through questionnaires, interviews, and classroom observations, showing significant gender differences and identifying the most effective VLSs and VTSs, alongside a limited strategy repertoire.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-and-learning-vocabulary-strategies-perceived-by-english-language-learners/598096/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-and-learning-vocabulary-strategies-perceived-by-english-language-learners/598096.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study aim to explore about vocabulary learning and teaching?","Question",{"text":63,"@type":64},"It explores learners’ vocabulary learning strategies (VLSs), learners’ perceptions of vocabulary learning, and teachers’ vocabulary teaching strategies (VTSs).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the data collected in the study?",{"text":68,"@type":64},"Through triangulated tools: questionnaires, interviews, and class observations.",{"name":70,"@type":61,"acceptedAnswer":71},"Which vocabulary learning strategies were reported as most effective?",{"text":72,"@type":64},"Reciting, repeating and listening to words; using words; and memorising words.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598096,1792165394,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.492  \nTeaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies  \nSeyyed Hatam Tamimi Sa’d*1 and Fereshte Rajabi2  \n• Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145 intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary.  \nKeywords: EFL learners, strategies, target language, vocabulary learning, vocabulary teaching  \n1 *Corresponding Author. Iran Language Institute, Iran; [shtamimi90@gmail.com](shtamimi90@gmail.com).  \n2 Arak University, Iran.  \n140 teaching and learning vocabulary: what english language learners perceive ...  \nPoučevanje in učenje besedišča: Katere so uspešne inneuspešne strategije po mnenju učencev angleškega jezika  \nSeyyed Hatam Tamimi Sa’d in Fereshte Rajabi  \n• Besedišče predstavlja eno ključnih vlog pri učenju tujega jezika, zato si zasluži našo znanstveno pozornost. Sledeča študija si je zastavila tri cilje: 1) preučevanje iranskih učencev angleškega jezika in njihovih strategij za učenje besedišča, 2) raziskovanje, kako učenci tujega jezika dojemajoučenje besedišča, in 3) preučevanje iranskih učiteljev angleškega jezikain njihovih strategij za poučevanje besedišča. V raziskavi je sodelovalo 145 učencev (nadaljevalcev) angleščine kot tujega jezika, od tega je bilo 114 moških in 31 žensk, starih od 15 do 27 let. Triangulacijski podatki so bili zbrani z uporabo treh orodij: vprašalnika, intervjujev in opazovanjem razredov. 67 učencev (31 žensk in 36 moških) je izpolnilovprašalnik s 56 vprašanji, ki je bil vzet iz Takač (2008) in prilagojen ter nato preveden v perzijščino. Vprašalnik je bil sestavljen iz dveh delov in je povpraševal po strategijah učencev pri učenju besedišča in strategijahučiteljev pri poučevanju besedišča. Rezultati so pokazali, da se ženske in moški občutno razlikujejo glede na odgovore o njihovih strategijah zaučenje besedišča in o strategijah za poučevanje besedišča, ki jih uporabljajo njihovi učitelji. 78 učencev je bilo intervjuvanih o njihovem zaznavanju uspešnih in neuspešnih strategij za učenje besedišča ter strategij za poučevanje besedišča. Rezultati so pokazali, da so najbolj uspešnestrategije za učenje besedišča naslednje: a) recitiranje, ponavljanje in poslušanje besed, b) uporaba besed, in c) učenje besed na pamet, medtem ko so bile najbolj uspešne strategije za poučevanje besedišča sledeče:  \na) razlaga, b) ","cbCaio8Yyz4sp3Jo","https://ap.wps.com/l/cbCaio8Yyz4sp3Jo","pdf",384076,25,"English","# Introduction\n## Vocabulary as a core element in language learning\n## Vocabulary learning research and instructional relevance","[{\"question\":\"What does the study aim to explore about vocabulary learning and teaching?\",\"answer\":\"It explores learners’ vocabulary learning strategies (VLSs), learners’ perceptions of vocabulary learning, and teachers’ vocabulary teaching strategies (VTSs).\"},{\"question\":\"How was the data collected in the study?\",\"answer\":\"Through triangulated tools: questionnaires, interviews, and class observations.\"},{\"question\":\"Which vocabulary learning strategies were reported as most effective?\",\"answer\":\"Reciting, repeating and listening to words; using words; and memorising words.\"}]","Teaching and Learning Vocabulary - Strategies Perceived by English Language Learners | PDF",1792086280,63]