شبكة المعلومات العربية التربوية

This study examines the relationship between Language Learning Strategies (LLSs) and vocabulary size (VS). For this purpose, a total of 122 undergraduate Iraqi EFL learners at a state university were recruited. To investigate LLSs, a questionnaire was administered while the assessment of VS was done with Vocabulary Levels Test (VLT). To amplify quantitative results, a qualitative element in the form of semi-structured interviews with a group of eight students was conducted. The results revealed that the average reported frequency of strategy use across all students was moderate. Additionally, the students with High Vocabulary Size (HVS) and Low Vocabulary Size (LVS) employed metacognitive strategies most frequently. Results also revealed a significant correlation between LLSs and HVS. Moreover, a statistically significant difference was obtained between the learners with HVS and LVS with regard to their use of LLSs. On the other hand, the results from the interviews showed the priority of the students with HVS in LLS use. It was concluded that the comments and remarks of the participants urged the need to strategy training. Regarding VS, more efforts are needed to enhance learners' VS, especially for technical vocabulary. (As Provided)