VLS Instruction Impact on EFL Learners Use, Perception of Usefulness of the Strategies and Vocabulary Development

The present study aimed to investigate to what extent teaching vocabulary learning strategies affects learners’ use, perception of usefulness of strategies and L2 vocabulary knowledge. One hundred and twenty Iranian participants were selected by administrating FCE test at the language school. They were divided into four equal groups; three of the groups received training. The data were collected by administering the Schmitt questionnaire twice, before and after the instruction. A six session training program was implemented. The items of the pre-questionnaire and post-questionnaire were analysed via descriptive statistics. Additionally, the collected data in the pre-test and post-test were compared with each other using ANOVA and paired t-test. The findings indicated the effectiveness of teaching vocabulary learning strategies on the Iranian EFL learners’ use, perception of usefulness of strategies, and vocabulary development.