The Effect of Collaborative Strategic Vocabulary Learning on EFL Learners' Self-Efficacy

Abstract

Over the past two decades, vocabulary learning strategies appeared to be of much concern and importance in building up a repertoire of L2 learners' lexical knowledge. The present study examined the effects of three collaborative strategic vocabulary learning on students' self-efficacy in third grade junior high school context of Iran. The study employed an experimental design over a ten week period with eighty students randomly assigned to four groups consisting of three treatment groups and a control. Each treatment group received one of the following kinds of instructions on vocabulary learning: (a) meta-cognitive (b) cognitive and (c) memory strategy. A self-efficacy questionnaire was implemented as the pre- and posttest to collect data. The findings suggested collaborative strategic vocabulary learning did not have any effects on learners' self-efficacy. This calls for the need for further research on learner strategies.