Investigating Vocabulary Teaching Strategies in Vision 1: Insights from the Mindscapes Theory

Document Type : Original Article

Authors

1 Department of English Language Teaching, Farhangian University, Tehran, Iran

2 Department of English Language Teaching, Farhangian University,Tehran, Iran

3 Department of Foreign Languages, Faculty of English language and literature, Yazd University, Yazd, Iran

Abstract

Textbooks and their components, particularly words, are important in a teaching-learning process. This study aims to investigate the critical vocabulary strategies in Vision 1 based on mindscapes (Carter, 2013). This descriptive-analytical research studies the contextual clues, word parts, figurative language, vocabulary enhancement, consolidation, bias and tone recognition and intended meaning as critical strategies in Vision 1. The English textbook for tenth grade students in Iran is a sample unit. The data of strategies were collected and analyzed through a reliable and valid research-made worksheet involving 24 techniques. The results revealed that the qualitative category of critical vocabulary learning strategies was moderate. Bias and tone recognition and contextual clues were the most frequent and intended meaning, and figurative language were respectively the least employed strategies. High frequent uses of employing bias and tone, contextual clues and consolidation strategies were Vision 1's strengths helping learners to develop their vocabulary. However, the infrequent use of intended meaning, figurative language, and the lack of focus on breaking down words into parts were recognized as weaknesses that may limit learners' opportunities to develop morphological awareness of vocabulary acquisition.

Keywords

References

Adam, M. A. A. (2016). Role of vocabulary learning strategies in promoting EFL learners’ performance (Doctoral dissertation, Sudan University of Science and Technology).
Anugkakul, G. (2011). A Comparative study in language learning strategies of Chinese and Thai students: A case study of Suan Sunandha Rajabhat university. European Journal of Social Sciences, 19(2), 163-174.
Asadi, M. and Amani, Z. (2025). Implementing the communicative approach in tenth-grade iranian high school english language textbooks: An analysis of Vision 1. Research in English Language Education Journal, 4(1), 137-150. doi: 10.48210/relej.2025.17811.1115
Asakereh, A., Yousofi, N., & Weisi, H. (2019). Critical content analysis of English textbooks used in the Iranian education system: Focusing on ELF features. Issues in Educational Research, 29(4), 1016-1038.
Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of language Teaching and Research, 9(4), 849-855.
Carter, C. E. (2013). Mindscapes: Critical reading skills and strategies. Cengage Learning.
Fazelimania, A., Donyaie, S., Yousefi, M., Ranjbar, N., & Hafez, F. (2019). An Evaluation of Vision 1: An English Textbook for Grade 10. Pizhuhish nāmah-i intiqādī-i mutūn va barnāmah hā-yi ̒ulūm-i insāni (Critical Studies in Texts & Programs of Human Sciences), 19(6), 273-297. doi: 10.30465/crtls.2019.4387
Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-ROYAL, 1(2), 84-91.
Gheitasi, M., Aliakbari, M., & Yousofi, N. (2020). Evaluation of culture representation in Vision English textbook series for Iranian secondary public education. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(26), 145-173.
Gholami, A. H., Bayat, A., & Rajabi, P. (2024). Evaluation of English textbooks taught in Iranian secondary high schools: Processability theory perspective. Journal of Language and Translation, 14(4), 137-148.
Gu, P. Y. (2003). Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ, 7(2), 1-25.
Harmon, J. M., Wood, K. D., & Kiser, K. (2009). Promoting Vocabulary Learning with the Interactive Word Wall. Middle School Journal, 40(3), 58–63. https://doi.org/10.1080/00940771.2009.11495588
Hedge, T. (2000). Teaching and learning in the language classroom. China: Oxford University Press.
Huang, C. (2025). Beyond the visible gain: Recognizing the role of peer feedback in vocabulary learning. English Teaching & Learning, 49, 833–853.
Indriyani, A. (2019, June). The Impact of Vocabulary Learning Strategies on Vocabulary Acquisition to Adult Learners. In 3rd International Conference on Current Issues in Education (ICCIE 2018) (pp. 113-117). Atlantis Press.‏
Jajere, B.   M.;   Sule, M.   Y.   &   Ali, H. M. (2025). The   Role   of Morphological Processing in Vocabulary Development: A Meta-Analytic Review. Jalingo Journal of Languages and Literary Studies (JAJ0LLS). 9(3), 95-104.
Khodabandeh, F., & Mombini, R. (2018). Iranian EFL teachers' and students' perceptions towards the first grade high school English textbook (Vision1). Journal of English Language Pedagogy and Practice, 11(22), 141-167.
Linse, C. T., & Nunan, D. (Ed). (2005). Practical English language teaching: Young learners. New York: McGrawHill ESL/ELT.
Lip, P. C. H. (2009). Investigating the most frequently used and most useful vocabulary language learning strategies among Chinese EFL postsecondary students in Hong Kong. Electronic Journal of Foreign Language Teaching, 6(1), 77-87.
Mirjalili, S. M. A. (2021) The study of the status of factors affecting the e-learning quality assurance from the student teachers’ point of view. Interdiscip JVirtual Learn Med Sci. 12(4):268-274. doi: 10.30476/ IJVLMS. 2021.92302.1111
Mizbani, M., Salehi, H., & Tabatabaei, O. (2020). Content evaluation of Iranian EFL textbook vision 1 based on Bloom’s Revised Taxonomy of cognitive domain. International Journal of Foreign Language Teaching and Research, 8(29), 11-24.
Nation, I. S. P. (2003). Learning vocabulary in another language. UK: Cambridge University Press.
Pirzad, F., Abadikhah, S. (2022). An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions. Journal of English Language Teaching and Learning, 14(29), 213-239. doi: 10.22034/ELT.2021.50068.2475
Pouranshirvani, M. (2017). The internal evaluation of new English textbook" vision1" for tenth–grade students in Iranian high schools from teachers' perspectives. Science Arena Publications Specialty Journal of Language Studies and Literature, 1(1), 38-51.
Qiufang, W. (2003). The Road to Success in English Learning. Shanghai: Shanghai Foreign language Education Press.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199-226). UK: Cambridge University Press.
Tambunan, M. S. (2019). Content Analysis of English Textbook “Interactive English” Used in First Grade Junior High School in 2013 Curriculum.
Torkar, G., Kovač, M., & Kovač Šebart, M. (2022). The role of textbooks in teaching and learning processes. CEPS Journal: Center for Educational Policy Studies Journal, 12(2), 7-10. https://doi.org/10.26529/cepsj.1479
Yokubjonova, S. (2020). The importance of teaching vocabulary. International Journal of Academic Pedagogical Research, 4(12), 67-70.‏
Huang, C. (2025). Beyond the visible gain: Recognizing the role of peer feedback in vocabulary learning. English Teaching & Learning, 49, 833–853. https://doi.org/10.1007/s42321-025-00205-3 
Gholami, A. H., Bayat, A., & Rajabi, P. (2024). Evaluation of English textbooks taught in Iranian secondary high schools from the processability theory perspective. Journal of Language and Translation, 14(4), 137–148. https://doi.org/10.71755/ttlt.2024.1047790
Mo, J., Bi, P. Evaluation of Vocabulary Use in EFL Textbooks: Evidence From Curriculum Words. English Teaching & Learning 49 (1), 1–16 (2025). https://doi.org/10.1007/s42321-024-00170-3
Farmati, C., Yeou, M., & Benzehaf, B. (2024). An evaluation of vocabulary tasks in Moroccan EFL textbooks. International Journal for 21st Century Education, 11(1), 3–16. https://dialnet.unirioja.es/servlet/articulo?codigo=9976329 
Asadi, M., & Amani, Z. (2025). Implementing the communicative approach in tenth-grade Iranian high school English language textbooks: An analysis of Vision 1. Research in English Language Education Journal, 4(1), 137–150. Retrieved from https://ensani.ir/fa/article/621233
Solati, M. Ahmadi-Azad, S., Yousefi, M. H. (2024). A comparative textbook evaluation of Vision versus former English high school series in Iranian EFL academic context. Journal of Studies in Learning and Teaching English, 13(3), 1-25. https://sanad.iau.ir/fa/Article/1108190
Journal of Studies in Language Learning and Teaching
Volume 2, Issue 2
July 2025
Pages 199-216

Files

History

  • Receive Date: 12 April 2026
  • Revise Date: 08 July 2026
  • Accept Date: 18 July 2026

Share

How to cite

Statistics