© 2014 TheAuthors.Published byElsevierLtd.Thisis an openaccessarticle under the CC BY-NC-ND license The implications of the study are discussed in detail in the paper. However, running Chi square analyses, significant differences were found in individual strategy use in 7 out of 45 strategies. The results of independent samples t-tests indicated that, overall, the two groups were not significantly different in the choice and use of vocabulary learning strategies. The data collection instrument adopted was a validated Likert-scale structured questionnaire. The present study set out to investigate vocabulary learning strategies adopted by 173 undergraduate students (89 EAP students and 84 EFL majors studying at Bu-Ali Sina University-Hamedan, Iran). Hassan Soodmand Afshara' *, Ismail Moazzamb, Hassan Radi ArbabicĪ' b'c Bu-Ali Sina University, Hamedan, 651783695, Iran International Conference on Current Trends in ELTĪ Comparison of Iranian EAP Students and EFL Majors on the Use of Vocabulary Learning Strategies Busan, 2014) of the Plenipotentiary Conference.Procedia - Social and Behavioral Sciences 98 (2014) 1828 - 1835 Series allocated to an international organization.Įthiopia (Federal Democratic Republic of) Table of allocation of international call sign series An individual operator is assigned a unique call sign beginning with this prefix and then completed with a separating numeral and suffix. This is not necessarily always the amateur's country of citizenship. Įxamples of call signs and their constituent parts are as follows:ġ×1 call sign, usually time limited special event (USA)Ĭall signs begin with a one- two- or three-character prefix chosen from a range assigned by the ITU to the amateur's country of operation or other internationally recognized jurisdiction. The prefix can be composed of letters or numbers, the separating numeral is between 0 and 9, and a suffix is from one to four characters, usually letters.
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