Relationship Between Vocabulary Learning Strategy Use and Learning Styles Using Structural Equation Modelling across Age and Gender

This study investigated Iranian English-as-a-foreign-language (EFL) learners’ use of vocabulary learning strategies (VLSs) and its interrelationship with the breadth of vocabulary knowledge (VK), depth of vocabulary knowledge and learning styles, especially in relation to gender and age. Structural equation models (SEM) were established. Two hundred students’ vocabulary strategy use frequency, vocabulary size test scores (indicative of breadth of VK), word associates test (indicative of depth of VK) and learning styles questionnaire results were used as data. The priority of strategies that were used is as follows from the most used to the least used respectively: Memory, Cognitive, Determination, Social Metacognitive. Furthermore, the learning style questionnaire categorized the participants in the four groups of: activists, reflectors, theorists pragmatists. There was a significant relationship between determination VLS and depth of VK. Learning styles of theorist, reflector and activist provided the basis for increasing and improving breadth of VK. Also, there was a significant and incremental (direct) relationship between theorist, reflector activist learning styles with depth of VK. In three groups of theorist, reflector, and activist learning styles, social VLS provided the basis for increasing and improving breadth of VK. Also, in three groups of pragmatists, theorist reflector learning styles, there is a significant and direct relationship between memory VLS and breadth of VK. In males’ group, there was a significant and direct effect between determination VLS and breadth of VK. Furthermore, in females’ group, there was a significant and direct relationship between social VLS and depth of VK. Considering the age of participants, in the age group of 20-24 years, there was a significant and direct relationship between metacognitive VLS and breadth of VK. However, in the age group of 25-30 years, there was a significant and direct relationship between cognitive VLS and breadth of VK. Given the important mediating effects of gender and age, it is proposed that vocabulary learning be strategically and stylistically integrated into the accumulative process of English learning.