This study aimed at: a) spotting the most frequent vocabulary learning strategies employed by Iranian EFL learners, b) identifying the most popular vocabulary learning strategy category used by Iranian EFL learners, c) explicating the relationships between vocabulary learning strategies and English listening performance, and d) investigating the relationships between vocabulary learning strategies and gender. Data was collected using a self-report questionnaire including 44 strategies comprising four categories—social, cognitive, metacognitive and memory-related strategies. The subjects included 96 IELTS candidates in a test center in Iran which were grouped according to their band scores in the IELTS Listening Module. Frequency of means, Cronbach alpha, Duncan and one-way ANOVA statistical procedures were applied and results indicated that memory-related vocabulary learning strategy category was the most common. Cognitively-demanding vocabulary learning strategies were found to be unpopular, whereas cognitively shallower ones were most popular which could be attributed to the rote-learning encouraging traditions of language learning in Iran as in most parts of the world. Findings were quite congruent with past studies supporting that strategy use appears to be culture-free. Also, the study rejected any significant relations between vocabulary learning strategy choices and listening performance.

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