Exploring the Harmony between Jordanian EFL Teachers’ and Students’ Beliefs about Vocabulary Learning Strategies

The present study aimed to explore the harmony between teachers and students’ beliefs about strategies used in learning English vocabulary. The sle consisted of 133 EFL teachers and 306 ninth grade students in Irbid Third Directorate of Education during the academic year 2013 2014 who responded to the questionnaires. Two questionnaires were designed for this study, one for teachers and the other for students. Each questionnaire has fifty items about vocabulary learning strategies under five main categories. Results showed that there was a harmony between teachers’ and students’ beliefs about the process of teaching and learning vocabulary concerning rote learning, using multimedia using technology and dictionary and asking for help. However, there was no harmony between their beliefs about the process of teaching and learning vocabulary regarding guessing and contextualization.