This study investigated the efficacy of retrieving EFL vocabulary from memory as a long-term retention strategy. Three learning treatments, rereading, recognizing and recalling target words, were compared with the assistance of 74 university students who underwent the treatments to learn academic American English during a 15- week semester. In addition to investigating the efficacy of the learning treatments, the study explored the effects of recognition and recall testing in relation to the treatments for possible interactions between learning treatment and test format. The study found that while rereading was the preferred student study strategy, recalling words was a more efficacious learning practice. Recognition learning was also less effective than recalling words, which suggests that the use of recall tests will promote long-term retention more than recognition tests such as multiple-choice tests. Learning treatment and test format comparisons suggested that the retrieval of words as a learning strategy was likely to be the most effective study practice regardless of test type despite transfer-appropriate processing inconsistencies.

The use of language learning strategies has been linked to effective EFL learning. However, while some researchers have suggested that good language learners use more strategies and more sophisticated strategies than less successful learners, others have disputed the unconditional nature of this view with the suggestion that factors such as task demands may affect the relationship between learner proficiency and strategy use. To examine the connection between language learning and learning strategy use the study examines the use of language learning strategies by 48 Korean university students from elementary school to university. In addition, emotional intelligence is investigated with regard to its impact on strategy use. The results bolster claims that associate greater and more sophisticated strategy use with more successful learners. In addition, the results highlight the importance of encouraging learning strategy use at early educational levels and the influence of emotional intelligence on the use of particular strategy types.

This article reports on a study that compared EFL freshman university students’receptive and productive recall vocabulary knowledge and their ability to use that knowledge, as it remains unclear in the literature to what extent knowledge of vocabulary, especially productive knowledge, is indicative of learners’ ability to use vocabulary to communicate. The study first measured the vocabulary size of 169students from 24 majors. Next, deeper meaning word knowledge and vocabulary userelated knowledge were assessed by administering depth tests to 51 of the students who completed the size tests. The study found that the participants were able to use only 60.3% of the words that were known receptively and productively on the size tests, and that receptive deeper meaning vocabulary knowledge was 43.0% greater than productive knowledge. Finally, the study results support the concept of a vocabulary knowledge continuum, but highlight the importance of including both receptive and productive knowledge, as they were found to develop in a dissimilar manner.