Unveiling Vocabulary Learning Strategies: A Mixed Methods Study among EAP Students

This study focused on the importance of vocabulary learning strategies (vlss) in english for academic purposes (eap) and how iranian eap students learn academic vocabulary. the study used an explanatory mixed method approach by gathering data from undergraduate eap students of islamic azad university in east azerbaijan. a total of 238 students majoring in engineering and medical sciences responded online self-report vls questionnaires, analyzed using spss-26. twenty (20) students participated in semi-structured interviews until the point of saturation was reached. the qualitative data was analyzed using thematic analysis methods. quantitative data analysis revealed that participants frequently used strategies for incorporating new vocabulary into their repertoire. additionally, teacher-related, student-related, and material-related themes emerged through coding the participants’ attitudes toward vlss. the results indicated that raising learners’ consciousness of vlss, training teachers, providing tasks for all language skills, using technology, materials revision, and developing autonomous and independent learning can help with vocabulary learning and lead to increased motivation, enhanced learning outcomes, and supportive environment for eap students.