چكيده
This study investigated the effect of self-regulated learning (SRL) and textual glossing on Iranian EFL learners’ vocabulary learning and vocabulary learning strategies (VLS). It also explored the effect of this project on sub-components of VLS. To carry out the study, 60 male 3rd grade high school students from three intact classes after taking proficiency test and assuring their homogeneity in terms of vocabulary knowledge were randomly assigned to one of the three groups: an experimental group, a contrast group, and a control group. The experimental group was taught vocabulary by SRL strategy and the contrast group glossing technique. Prior to the experiment, the groups were examined for their VLSs by Schmitt’s (2000) Vocabulary Learning Questionnaire (VLQ), adopted from Bennett (2006). After the treatment, all the three groups took a vocabulary knowledge test once as an immediate posttest and 16 days later as a delayed posttest. Also Schmitt’s (2000) VLQ adopted from Bennett (2006) once again was administrated. Several separate Split-plot ANOVAs (SPANOVA) were run on the obtained data which lent support to the positive effect of SRL and glossing on vocabulary learning and VLS. The analysis of the data from vocabulary test revealed that the experimental group outperformed the other two groups in vocabulary learning. Also, the results of the VLS questionnaire showed that the glossing group performed better than the experimental and control group in VLS. Finally, the results of sub-components of VLS showed that the participants according to Oxford’s (1997, 2001) scoring system were medium strategy users.
Key Terms: Self-regulated learning, Glossing and Vocabulary learning strategies
