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Abstract

English is an exceptionally rich language in terms of vocabulary, and successful learners often rely on specific strategies to acquire it. While numerous studies have examined Vocabulary Learning Strategies (VLS) used by English language learners globally, there is a notable lack of empirical research on this topic in the context of Afghanistan. This study aimed to: (1) identify the VLS employed by undergraduate English learners, (2) examine the relationship between VLS use and gender, (3) investigate the correlation between VLS and students’ academic year, and (4) explore the relationship between VLS and English proficiency levels. A descriptive quantitative research design was adopted for the study. The findings revealed that metacognitive and memory strategies were the most frequently used, whereas social strategies were the least utilized. Furthermore, correlation analysis indicated that metacognitive strategies were more commonly used by male students, while memory strategies were more prevalent among female students.

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Vocabulary learning Strategies English Language EFL Kabul University

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Noori, A. (2025). Exploring Vocabulary Learning Strategies Among Afghan Undergraduate EFL Learners . Journal of Social Sciences - Kabul University, 5(2), 246–264. https://doi.org/10.62810/jss.v5i2.280
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