Libro

Descripción

The Relationship between Vocabulary Learning Strategies, Reading Comprehension, and Motivation among Secondary School EFL Learners explores one of the most pressing concerns in English language education: why some learners succeed in understanding texts while others struggle despite years of study. Grounded in empirical research and classroom realities, this book examines how vocabulary learning strategies influence reading comprehension and how motivation shapes the effectiveness of these strategies among secondary school EFL learners. It moves beyond viewing vocabulary as isolated word memorization and instead presents it as a dynamic process connected to strategy use, learner autonomy, and engagement. Drawing on quantitative and qualitative data, the study analyses the interplay between cognitive, metacognitive, and social strategies and their impact on learners’ ability to interpret, analyze, and critically respond to written texts. It also investigates the motivational factors that encourage learners to persist in vocabulary development and reading tasks, highlighting the importance of intrinsic interest, self-efficacy, and goal orientation. The findings provide valuable insights for teachers, curriculum designers, and educational researchers seeking practical and evidence-based approaches to strengthen vocabulary instruction and enhance reading performance. Clear explanations and pedagogical implications make this book particularly useful for practitioners working in secondary school contexts where English is taught as a foreign language. By illuminating the connections between strategy use, comprehension, and motivation, this work contributes to a deeper understanding of effective language learning. It offers both theoretical perspectives and classroom-oriented recommendations aimed at fostering independent, confident, and motivated readers