Vocabulary Levels and Vocabulary learning strategies of Iranian Undergraduate students
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Bibliographic record
Abstract
This study tries to investigate the vocabulary learning strategies and vocabulary level of Iranian EFL learners and any potential relation and contribution between these two variables. The research design of the study was quantitative method and the population of the study was Iranian junior EFL students. Thus, 238 participants- both male and female- were selected from Semnan universities according to random cluster sampling. Schmitt’s vocabulary learning strategies questionnaire (VLSQ) and nation’s vocabulary level test (VLT) were used to collect data. The resultsshowed that Iranian junior EFL students were medium strategy users with overall strategy mean score of 2.99. It indicated that the participants of the current study need more training on vocabulary learning strategies to become more familiar with all types of vocabulary earning strategies. Furthermore, memory strategy was found as the most frequently used strategy and cognitive strategy as the least frequently one. The descriptive statistics showed that students had sufficient vocabulary knowledge at 2000 and 3000 word levels. However, they did not have sufficient vocabulary knowledge at 5000, 10000, and academic vocabulary levels. The results indicated significant relationship between all vocabulary learning strategy and overall vocabulary level of the students. However, the strongest correlation was found between memory strategy and overall vocabulary level and the weakest correlation was found between social strategy and overall vocabulary level of Iranian EFL university students. It was found that all vocabulary learning strategy contributed to the overall vocabulary learning of the student. The highest contribution was related to memory strategy and the lowest to social strategy. Key words : Vocabulary; Leaning strategies; Vocabulary learning strategies; Vocabulary level; Vocabularysize
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it