Effective English language learning requires more than memorizing vocabulary; it depends on learners' ability to use vocabulary learning strategies effectively, develop strong reading comprehension skills, and sustain motivation. However, limited research has explored how these three elements interact within Ethiopian secondary schools, leaving a gap in understanding their combined influence on students' academic performance. Guided by a socio-cognitive perspective that emphasizes the interconnected roles of motivation, strategic behavior, and comprehension processes, this study examined the relationships among vocabulary learning strategies, reading comprehension, and motivation among Grade 11 students in three secondary schools in southwest Ethiopia during the 2024 academic year. A convergent mixed-methods correlational design was employed to integrate quantitative data with qualitative insights and provide a comprehensive understanding. The sample included 480 students selected systematically from a population of 960, as well as eight English teachers who participated in interviews and classroom observations to enhance contextual interpretation and triangulation. Data were collected using an adapted version of Schmitt's (1997) Vocabulary Learning Strategies Questionnaire, a reading comprehension test, and Dörnyei's (2001) Language Learning Motivation Questionnaire. Expert review, pilot testing, and reliability and validity analyses ensured cultural appropriateness and methodological rigor. The findings revealed a strong positive relationship between students' use of vocabulary learning strategies and their reading comprehension performance. Motivation also showed significant associations with both variables, highlighting its central role in supporting language achievement. Qualitative findings reinforced the quantitative results, indicating that highly motivated learners employed a broader range of strategies and participated more actively in reading tasks.
Taye et al. (Fri,) studied this question.