Abstract

According to the importance of vocabulary and the importance of expanding the range of vocabulary in English learning, today it is effective and necessary to use methods and strategies to increase the amount of learning and the speed of learning. This research has used an explanatory sequential mixed method and the purpose of this research is to investigate the effect of cognitive and metacognitive strategies on the learning of English vocabulary of junior high school students. To conduct this research, 25 students with the age of 13 to 15 years were selected through English proficiency level test to ensure that students are at the same level in English skills. The students were divided into two experimental and control groups, and a pre-test was taken from them.

Then vocabulary was taught to the students based on cognitive and metacognitive strategies, and finally, a post-test was taken from them and Karami's questionnaire (2002) was given to them. Finally, to investigate the performance of two groups and the effect of training based on cognitive and metacognitive strategies, independent sample t-test, ANOVA and paired samples t-test were used. The most important finding of this research is that cognitive and metacognitive strategies have been effective in English vocabulary learning of junior high school students and they use cognitive strategies more than metacognitive strategies to learn English vocabulary.