Iranian EFL teachers and learners’ beliefs about vocabulary learning and teaching

2015 IJRSLL – Volume 4 Issue 4


Amiryousefi, Mohammad*
University of Isfahan, Iran (


Teachers and students’ beliefs about different aspects of language learning and teaching affect their decisions, actions, teaching and learning and form their expectations and judgments about what works and what does not. If classroom activities and procedures are in line with their beliefs, they will be motivated and get involved. Otherwise, there will be a clash between the teachers and the students or the teachers and the administrators. Vocabulary is also at the heart of developing communicative language proficiency and building meaningful interactions. The present study aimed at exploring the Iranian EFL teachers and learners’ beliefs about vocabulary learning and teaching. The required data were elicited by the use of a five-point liker scale questionnaire which was given to 292 EFL teachers and learners. The results showed that in the Iranian EFL teachers and learners’ opinions: a) vocabulary and grammar have equal importance, b) both vocabulary knowledge and vocabulary use are important, c) vocabulary should be taught directly to the students at all levels, d) the use of new technologies, pictures and videos are helpful in vocabulary learning and teaching and e) dictionaries can help vocabulary learning and students at all levels must be encouraged and taught to use monolingual dictionaries.

Keywords: beliefs; vocabulary importance; vocabulary learning and teaching; dictionary use; new technologies



*Corresponding Author