The present study is an attempt to explore English vocabulary learning strategies employed by Iranian EFL undergraduate Baluch-Persian bilingual and Persian monolingual students in the University of Sistan and Baluchestan. The study utilized a between-groups research design. The participants of this study were 33 bilingual (Baluch-Persian) and 34 monolingual (Persian) students with an intermediate level of English. Their age ranged from 19 to 24 and. In order to collect the data, adapted version of Schmitt’s (1997) Vocabulary Learning Strategy Questionnaire (VLSQ) with a five-point Likert scale was administrated. Data analysis included descriptive statistics and independent samples t-test. The results indicated that EFL students use a wide range of vocabulary learning strategies. Furthermore, the findings revealed that there was no statistically significant difference between bilinguals and monolinguals regarding English VLSs. Finally, the paper ends up with a number of pedagogical implications for English teachers.
Interest and research in foreign language aptitude in the last three decades has portrayed a strong passion across various disciplines of applied linguistics, psycholinguistics and behavioral studies, especially concerning working memory. Moreover, extroversion and introversion as personality traits are among the most important personality dimensions that can affect language learning to a great extent. This study investigated the significance of differences between language aptitude and working memory of extrovert and introvert Iranian EFL learners. For this purpose, 47 ninth grade Iranian EFL learners were selected randomly from five different high schools in Sistan and Baluchestan province. The instruments used in this study were a LLAMA test for measuring language aptitude, an N-back test for measuring working memory, a Myers-Briggs Type Indicator for dividing participants into extrovert and introvert categories. In order to check the normality assumption of the obtained scores, Kolmogorov-Smirnov test was run. To answer the research questions both the Mann-Whitney U test and independent-samples t-test were used. The results depicted that there was not any significant difference between working memory of extrovert and introvert Iranian EFL learners. Furthermore, no statistical significant difference in the language aptitude of extrovert and introvert Iranian EFL learners was identified. Current research addresses some theoretical and practical insights for teachers and researchers especially interested in psycholinguistics research.
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