Research has indicated the importance of vocabulary knowledge and background knowledge in second/foreign language (L2) listening comprehension. However, previous studies treated these two factors separately, and no study has examined the simultaneous contribution of these two factors to L2 listening comprehension. Therefore, the aim of this study…

The present study investigated the association between vocabulary size and depth of Iranian EFL learners at different language proficiency levels. Additionally, the extent that this relationship could be different for low-and high-word-frequency bands was probed. In so doing, the Word Associates Test (WAT), the Vocabulary Levels Test (VLT), the…

Cognitive diagnostic models (CDMs) have received sustained attention in educational settings because they can be used to operationalize formative assessment to provide diagnostic feedback and inform instruction. A large number of CDMs have been developed over the past few years. An important component of all CDMs is a Q-matrix that specifies a…

This study investigates the probable effect of a digital game-based vocabulary learning (DGBVL) task on the acquisition of some components of a word knowledge framework. In so doing, 124 Persian speakers (56 males and 68 females) were randomly assigned to either a control or an experimental group. The experimental group participants completed a…

Supra-segmental features refer to various forms of intonation and how words and sentences are uttered. Such features challenge meaning and comprehension, too. Despite the importance of these features and their reported association with phonological awareness and linguistic comprehension, their effects on reading comprehension have not been…

This study investigates the correlations between the three measures of written receptive vocabulary size and second language (L2) depth of vocabulary knowledge to find the most reliable test of vocabulary size. Moreover, the corresponding relationship is examined for the higher and lower word-frequency bands of the three tests to find whether the…

The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an "Interchange Placement Test" to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study,…

The present study intended to investigate the possible difference between EAP and EFL learners' beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners' beliefs and their language components' development. To this…

The purpose of this study is to investigate how learner variables, including language proficiency, motivation, effort, and family background affect Iranian language learners' EFL vocabulary strategy use? Subjects in this study were 450 EFL students (N = 450) at Payam e Noor University, Borazjan, Iran. After a placement test, they were grouped into…

Vocabulary as a significant component of language learning has been widely researched. As well, it is well documented that vocabulary could be learned through listening and reading. In addition, measuring productive vocabulary has been a chief concern among scholars. However, few studies have focused on meaning-focused listening input and its…

This study, first, examined whether there was any relationship between Iranian L2 learners' vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners' VLSs. To these ends, 40 L2 learners from Isfahan University of…

Self-regulation is referred to as learners' self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners' active participation in the learning process (Zimmerman & Bandura, 1994). The present study investigated the relationship between Iranian EFL students' self-regulation capacity…

The present study was an attempt to investigate the differences in the accessibility of phonological, semantic, and orthographic aspects of words in L2 vocabulary learning. For this purpose, a sample of 119 Iranian intermediate level EFL students in a private language institute in Karaj was selected. All of the participants received the same…

In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was…

This study aims to investigate the effectiveness of vocabulary learning strategies on Iranian EFL learners' vocabulary test score. To achieve this aim, fifty Intermediate level students from Kish English Institute were randomly selected from among fifteen classes after administering the Oxford Placement Test (OPT). Then, an intermediate level…