Elham Taghipour Ahangar - Ph.D. Candidate in TEFL, Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qameshahr, Iran

The present study tried to indicate the effectiveness of self-regulated strategies on second grade junior high school learners' autonomy in learning vocabulary. To do this, out of ۴۶ students of two intact classes who were selected based on cluster sampling, ۴۰ of them labeled as pre-intermediate ones and participated in this study. Then, they were randomly assigned in two groups as control and experimental, each with ۲۰ students. Participants of the experimental group subjected to employ self-regulated learning strategies for ten sessions, however the control group followed the normal way of teaching with no treatment. To gather data, learner's autonomy questionnaire developed by Zhang and Li (۲۰۰۴) was used. That is to say, the questionnaire specified the students' autonomy in vocabulary learning at the end of the teaching period in both groups. Data were analyzed through SPSS software, and analysis of findings indicated a significance difference between the participants of two groups in terms of learning autonomy. Finally, the study concluded that using self-regulation strategies have significant effect on EFL learners' autonomy in vocabulary improvement. Findings of this work provide positive experience for students as well as teachers. It is hoped that they can reveal the importance of the mentioned strategies in the educational system.

Self- regulated Learning, Learners' Autonomy, vocabulary learning, EFL Context