The objective of this study was to explore the relationship between vocabulary learning strategies and academic achievement. To this end, fifteen fast and fifteen slow learners were selected purposively based on their performance in exams. A close-ended questionnaire was designed to gather data on their vocabulary learning strategies. Interviews were also conducted for triangulation. T-test and frequency statistics were used to analyze the data. Based on the data, it was found out that there was no significant difference between fast and slow learners in their vocabulary learning strategies. Only slight differences were observed in frequency use of the strategies; fast learners tend to use vocabulary learning strategies than slow learners. In planning and memory strategies both groups used the strategies similarly. Based on these findings, it was concluded that even though the difference between the two groups was statistically non-significant, there existed slight changes in adopting some vocabulary learning strategies. Thus, the slow learners are recommended to practices strategies used by fast learners and consider themselves as a student who can successfully learn new words.
IJCR is following an instant policy on rejection those received papers with plagiarism rate of more than 20%. So, All of authors and contributors must check their papers before submission to making assurance of following our anti-plagiarism policies.
