Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

The Effect of Guessing Strategies on Intermediate EFL Learners’ Phrasal Verbs Learning

Document Type : Original Article

Authors
Department of Foreign Languages Teaching, Ahv.C., Islamic Azad University, Ahvaz, Iran
10.22034/jeltal.2025.7.2.3
Abstract
This mixed-methods study examined the impact of guessing strategies on the learning of phrasal verbs by intermediate EFL learners and assessed their attitudes regarding the utilization of these strategies. To this end, 40 Iranian students were put into either a control group or an experimental group. The experimental group received lessons on how to guess based on context, while the control group learned vocabulary in a more traditional way. We used paired and independent samples t-tests to compare the scores from the pretest and the posttest. Results showed that both groups did better, but the experimental group did better on the posttest. This shows that guessing strategies helped people acquire phrasal verbs. During the qualitative phase, semi-structured interviews were performed with 5 participants to provide insights into their experiences. Learners generally thought that guessing strategies were helpful at making them more aware of the context. However, some learners were worried about how unclear they were and how hard it was to figure out idiomatic interpretations. The results show that guessing strategies cannot work for everyone or for every phrasal verb, but they can be useful when used with feedback, repetition, and training for the learner. These findings imply the necessity of embedding contextual guessing within scaffolded, feedback-rich vocabulary instruction with systematic repetition.
Keywords

References
Akbari Farmanbar, M., Fekri, N., & Ghelichli, Y. (2025). Analysis of Presentation of Phrasal verbs in Iranian Secondary School ELT textbooks. Journal of Language Horizons, 9(1), 93-118. https://doi.org/10.22051/lghor.2022.38676.1602
Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame’enui, E. J. (2002). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students’ ability to derive and infer word meanings. American Educational Research Journal, 39(3), 447–478. https://doi.org/10.3102/00028312040002447
Boers, F., Eyckmans, J., & Stengers, H. (2007). Presenting figurative idioms with a touch of etymology: More than mere mnemonics? Language Teaching Research, 11(1), 43–62. https://doi.org/10.1177/1362168806072460
Darwin, C. M., & Gray, L. S. (1999). Going after the phrasal verb: An alternative approach to classification. TESOL Quarterly, 33(1), 65–83. https://doi.org/10.2307/3588191
Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21(2), 225–241. https://doi.org/10.1017/S0272263199002041
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643–679. https://doi.org/10.1111/j.1467-1770.1996.tb01355.x
Haugh, S., & Takeuchi, O. (2024). Learner knowledge of English phrasal verbs: Awareness, confidence, and learning experiences. International Journal of Applied Linguistics, 34(2), 656–671.
Huckin, T., & Bloch, J. (1993). Strategies for inferring word meanings in context: A cognitive model. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 153–178). Ablex.
Liao, Y., & Fukuya, Y. J. (2004). Avoidance of phrasal verbs: The case of Chinese learners of English. Language Learning, 54(2), 193–226. https://doi.org/10.1111/j.1467-9922.2004.00254.x
Mir, F. & Gorjian, B. (2025). Effect of Word Sorting Techniques on Iranian Low and Mid Achievers' Vocabulary Recall and Retention. Journal of New Advances in English Language Teaching and Applied Linguistics7(1), 241–256.
Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Modern Language Journal, 90(3), 387–401. https://doi.org/10.1111/j.1540-4781.2006.00431.x
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Paribakht, T. S., & Wesche, M. (1999). Reading and "incidental" L2 vocabulary acquisition: An introspective study of lexical inferencing. Studies in Second Language Acquisition, 21(2), 195–224. https://doi.org/10.1017/S027226319900203X
Peters, E. (2016). The learning burden of collocations: The role of interlingual and intralingual factors. Language Teaching Research, 20(1), 113–138. https://doi.org/10.1177/1362168814568131
Pishadast, A. (2022). The Effect of Collaborative Output Tasks on Iranian EFL Learners' Collocation Knowledge. Journal of New Advances in English Language Teaching and Applied Linguistics4(2), 909–919.
Sari, A. S. P., & Anzelina, D. (2024). Enhancing students’ mastery on phrasal verbs by applying make a match technique. EDUJ: English Education Journal, 2(1), 30–36.
Side, R. (1990). Phrasal verbs: Sorting them out. ELT Journal, 44(2), 144–152. https://doi.org/10.1093/elt/44.2.144
Strong, B. (2025). The impact of guessing and retrieval strategies for learning phrasal verbs. International Review of Applied Linguistics in Language Teaching, 63(2), 975–994.
Webb, S., & Kagimoto, E. (2011). Learning collocations: Do the number of collocates, position, and frequency matter? The Canadian Modern Language Review, 67(3), 345–372. https://doi.org/10.3138/cmlr.67.3.345
Zhang, D., & Annual, S. (2008). The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore. RELC Journal, 39(1), 51–76. https://doi.org/10.1177/0033688208091140
 
Volume 7, Issue 2
September 2025
Pages 44-67

  • Receive Date 22 June 2025
  • Revise Date 02 September 2025
  • Accept Date 20 September 2025