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Abstract
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Vocabulary knowledge is widely recognized as a cornerstone of second language (L2) proficiency, underpinning learners’ ability to comprehend texts, produce meaningful discourse, and engage in effective communication. A substantial body of research has established that both the breadth and depth of vocabulary knowledge significantly contribute to language performance, particularly in reading and writing (Qian, 2002; Henriksen, 1999; Read, 2000). In EFL contexts such as Iraq, however, vocabulary learning remains a persistent challenge due to limited exposure to authentic language input, reliance on traditional instructional approaches, and insufficient emphasis on learner autonomy (Abbas, 2022; Alrickaby, 2024).
Vocabulary acquisition is not merely a matter of memorizing lexical items; rather, it involves complex cognitive and metacognitive processes that can be facilitated through the use of vocabulary learning strategies (VLS). Early foundational work has demonstrated that strategic learners tend to achieve higher vocabulary gains (Gu & Johnson, 1996; O’Malley & Chamot, 1990; Oxford, 1990). Nevertheless, more recent perspectives suggest that the effectiveness of strategy use depends largely on learners’ ability to regulate their learning processes, which has led to increasing attention to the concept of self-regulated learning (SRL) in vocabulary acquisition (Zimmerman, 2002; Oxford, 2017; Tseng et al., 2006).
Self-regulated learning encompasses learners’ capacity to plan, monitor, and evaluate their own learning activities, integrating cognitive, metacognitive, motivational, and behavioral dimensions (Flavell, 1979; Brown, 1987; Zimmerman, 2013). Within the domain of vocabulary learning, SRL has been shown to enhance retention, promote autonomy, and support long-term lexical development (Sadeghi & Khezrlou, 2011; Samavi Aghdam et al., 2025; Wang et al., 2025). Empirical studies further indicate that learners who employ self-regulated strategies are more successful
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