The Relationship between EFL Learners’ Vocabulary Learning Strategies, Successful Intelligence, and Language Performance

Mohammad Mohammadi, Khoshnam Ebrahimian


Learning vocabulary is considered as a crucial element in attaining a high level of proficiency in the target language for EFL learners. Moreover, paying attention to personal features of the learners like successful intelligence is an important factor in language learning contexts. The current study intended at exploring the relationship between vocabulary learning strategies that EFL learners use, their successful intelligence and their language performance. The participants of the study were 63 male EFL learners at Goldis Language Institute. The instruments were Strategy Inventory for Language Learning (SILL) prepared by Oxford (1990), which measures six strategies with 27 questions. The second instrument was Successful Intelligence questionnaire, developed by Sternberg and Grigorenko in 2002 with 36 items. Learner’s final exam scores were considered as the rate of their language performance. Pearson Correlation Coefficient was used to analyze the collected data. Multiple Regression was administered to see which of these components predict language performance more. The obtained results revealed that there is a significant relationship between learners’ successful intelligence, vocabulary-learning strategy, and their language performance. The findings of the present study can provide several pedagogical implications that can be useful for both EFL teachers and learners.


successful intelligence, vocabulary-learning strategy, language performance

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