The present study was designed to examine the effects of a variety of factors on English vocabulary achievement. To this end, a total of seven hypotheses were posed in light of previous research on vocabulary learning. To test these hypotheses, an SEM procedure was performed for a sample of 368 Korean university students. The effects of gender and academic specialization on English vocabulary achievement were also examined through multi-sample analyses. Results of the present study demonstrate that Korean university EFL learners’ English vocabulary achievement was a direct function of motivation and vocabulary strategy. The effects of confidence, learner beliefs, and vocabulary learning methods, however, were found to be only indirectly connected to vocabulary achievement through motivation and strategy use. The results of multisample analyses for learners of different gender and academic major groups identified a total of four path coefficients whose effects functioned differentially across different learner groups. Implications of the present are also discussed.

1. INTRODUCTION
 2. RESEARCH BACKGROUND
  2.1. Literature Review & Research Hypotheses
  2.2. Model Specification
 3. METHODS
  3.1. Participants
  3.2. Instruments
  3.3. Data Analysis
 4. RESULTS AND DISCUSSION
  4.1. Assessment of Measurement Models
  4.2. Results of SEM Analysis: Hypotheses 1-5
  4.3. Results of Multi-Sample Analysis: Hypotheses 6 & 7
 5. CONCLUSIONS
 REFERENCES

• Tae-Il Pae(Yeungnam University)