effect of student-generated vocabulary factors on efl learners' autonomy

The present study aimed to investigate student-generated vocabulary testing factors fostering autonomy among iranian efl learners. the changing needs of today's society have redefined education goals in general and teacher and learner roles in particular. learners are no longer viewed as individuals who passively receive knowledge from teachers. instead, modern society has necessitated lifelong learning, that is, training learners by giving them the power to take responsibility for their learning. the exploratory method of research was used in this study. the participants were 30 purposive samples of efl learners (15 males and 15 females) studying or finished teaching english. for this study, semi-structured interviews were designed and conducted. the researcher used maxqda to analyze the data. after analyzing the data and finding the themes, the researcher tried to prepare a questionnaire based on the findings to check the factors that affect sgvt. for piloting, the researcher used 225 convinced participants. after collecting the data, measuring the reliability and validity of the questions, and making it standard, the researcher published the final version of the questionnaire among the 320 convinced participants. the researcher used spss to analyze the data and investigated the factors that can affect sgvt. based on the findings, factors such as 1- personality characteristics, 2- positive points of student-generated vocabulary testing, 3- negative points of student-generated vocabulary testing, and 4- teacher’s role can affect the sgvt.