Exploring the interplay between aptitude, vocabulary learning strategies, and achievement in pre-service language teachers

Language aptitude is regarded as one of the best predictors of language learning success, and working memory is counted as the central component of aptitude. Moreover, vocabulary knowledge built with the help of working memory contributes to language achievement. Accordingly, the present study explores the likely correlation between pre-service ELT teachers' language aptitude levels, vocabulary learning achievements, and strategies. The quantitative research methodology, correlational research design, was adopted. The CANAL-F Test, the Vocabulary Levels Test, and the Vocabulary Learning Strategies Questionnaire were used to gather information from 100 pre-service ELT teachers selected as participants through the purposive sampling method. The findings showed that most pre-service ELT teachers had low language aptitude levels (69%). Regarding their vocabulary knowledge, all participants were advanced learners. Determination strategies were the most frequently used strategies (3.49). Furthermore, there was a moderate relationship ( r = .44) between vocabulary learning achievements and language aptitude levels of the pre-service ELT teachers. However, little evidence of a link ( r = −.08) was found between the participants’ vocabulary learning achievements and strategies. There was no significant correlation ( r = .03) between their vocabulary learning strategies and aptitude levels.