Relationships and predictive roles of self-regulated learning strategy use and grit in vocabulary learning among EFL learners

EFL learners often face challenges in acquiring vocabulary both in the short and long term. To address this issue, the present study examined the relationships among self-regulated learning strategy use, grit, and vocabulary learning in a sample of Iranian EFL learners. A correlational research design was employed with 147 undergraduate English majors from several universities in Semnan Province, Iran, selected via convenience sampling. The Oxford Quick Placement Test ensured participant homogeneity. Three additional instruments were utilized: the Self-Regulation Capacity in Vocabulary Learning Scale, the Language-Domain-Specific Grit Scale, and the academic section of the Vocabulary Levels Test. Results revealed a strong association between the use of self-regulated learning strategies and vocabulary learning success. Moreover, a strong correlation was found between self-regulated learning strategies and grit, while grit demonstrated a moderate correlation with vocabulary learning. Further analyses indicated that self-regulated learning strategy use is a significant predictor of vocabulary acquisition. These findings offer important implications for curriculum developers, policymakers, educators, and EFL learners.