Document Type : Original Article


Department of English Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran


This study examined the possible relationship between Iranian female intermediate EFL learners' personality traits and their vocabulary learning strategies. The participants in this study were 90 female intermediate English language learners. To make sure of their homogeneity, all the participants sat for the Oxford Solution Placement Test. Vocabulary Learning Strategies and Eysenck Personality questionnaires were also administered to the participants. Subsequently, the data were subjected to statistical analyses. The results showed that there was not any statistically significant relationship between Iranian intermediate EFL learners’ personality type and their use of vocabulary learning strategy. However, it appeared that introverts tended to have higher use of memory, cognitive, and metacognitive strategies, while extroverts achieved higher mean scores on determination and social strategies. Furthermore, according to the findings of phi and crammers’ v, the highest degree of relationship was reported for the correlation between social strategy and personality types. In contrast, the lowest amount of correlation was found between metacognitive strategy and personality types.


  1. Adamopoulas, M. (2004).Vocabulary learning strategies. Beyond words. London: CILT.
  2. Cardenas, S. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
  3. DeVellis, R. F. (1991). Guidelines in scale development. Scale Development: Theory and Applications. Newbury Park, Calif: Sage, 5191.
  4. Ellis, R. (1994). Understanding second language acquisition. Oxford: Oxford University Press.
  5. Eysenck, H. J. (1964). Manual of the Eysenck personality inventory. London: Hodder & Stoughton.
  6. Eysenck, H. J. (1964). Manual of the Eysenck Personality Personality Inventory.
  7. Gu, P. Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679.
  8. Gu, P. Y. (2002). Gender, academic major and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33(1), 35-54.
  9. Khatib, M., & Hassandeh, M. (2011). Vocabulary learning strategies of Iranian upper-intermediate EFL learners. International Education Studies, 4(2), 144-152.
  10. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  11. Nikoopour, J., & Amini Farsani, M. (2011). On the relationship between languages learning strategies and personality types among Iranian EFL learners. Journal of English Studies, 1(1), 81-101.
  12. Nosratinia, M., Divani, N., & Zaker, A.R. (2013). Language learners’ internal factors and practical applications: A case of vocabulary learning strategies. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 17(1), 110-115.
  13. Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The modern language journal73(3), 291-300.
  14. Sarani, A., Abusaeedi, R., Asghar, A., & Vahed Ahmadian, M. (2011). Vocabulary learning strategies used by extroverted and introverted Iranian EFL Students. Iranian Journal of Applied Language Studies3(2), 187-207.
  15. Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description acquisition and pedagogy (pp. 199-228). Cambridge: Cambridge University Press.
  16. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
  17. Wakamoto, N. (2000). Language learning strategy and personality variables: Focusing on extraversion and introversion. IRAL, 38 (1), 71-81.