104 Copyright © Canadian Research & Development Center of Sciences and Cultures ISSN 1923-1555[Print] ISSN 1923-1563[Online] www.cscanada.net www.cscanada.org The Relationship Among Extraversion Tendency, Vocabulary Learning Strategies, and Reading Comprehension of EFL undergraduates in Kerman Province Mohammad Hosseini Naveh 1,* ; Reza Kaipour 2 ; Rahmatollah Soltani 3 1 Department of English, Rafsanjan Branch, Islamic Azad University, Rafsanjan, Iran 2 Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran 3 Department of English, Mahshahr Branch, Islamic Azad University, Mahshahr, Iran * Corresponding author. Email: mohammadhosseininaveh@gmail.com Received 4 July 2011; accepted 22 July 2011 Abstract This article aims mainly to explore the relationship among the degree of extraversion tendency, vocabulary learning strategies, and reading comprehension of EFL undergraduate students in Kerman Province. For this study, there are five different categories of vocabulary learning strategies as determination, memory, social, cognitive, and metacognitive. In order to investigate the current variables, 164 EFL undergraduate students in Kerman Province were chosen based on one-step cluster sampling. The data were collected by using Schmitt’s vocabulary learning strategies questionnaire (VLSQ) adopted from Bennett (2006), Eysenck personality inventory, revised version (EPQ-R), and TOEFL reading comprehension test. Then, they were analyzed by Pearson Product Moment Correlation. The findings showed that: a) overall strategy use and four categories (out of 5) of vocabulary learning strategies were not significantly correlated with reading comprehension, b) there was a signiicant and positive correlation between extroversion tendency and four categories of (out of 5) vocabulary learning strategies as well as overall strategy use, and c) there was no significant relationship between reading comprehension and degree of extroversion tendency. Key words: Vocabulary Learning Strategy; Reading Comprehension; Extroversion Tendency; Language Learning Strategy Mohammad Hosseini Naveh, Reza Kafipour, Rahmatollah Soltani (2011). The Relationship Among Extraversion Tendency, Vocabulary Learning Strategies, and Reading Comprehension of EFL Undergraduates in Kerman Province. Studies in Literature and Language, 3 (2), 104-110. Available from: URL: http://www. cscanada.net/index.php/sll/article/view/j.sll.1923156320110302.375 DOI: http://dx.doi.org/10.3968/j.sll.1923156320110302.375 INTRODUCTION Language learning strategies are specials activities taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations (Oxford, 1990). They have attracted much attention in the studies that were conducted by Cohen (1998), O’Malley & Chamot (1990), and Oxford (1990). The learner-centered approach was increasingly used in the educational system simultaneously. Thus, language learning strategies have helped learners to take responsibility in their learning process and learn independently. This has also been shown in the study that was done by Littlewood (1999). Furthermore, making a learner-centered classroom is much easier by the help of language learning strategies. Vocabulary learning strategies (VLS) are a part of language learning strategies that have received much attention since the late seventies. However, a small number of studies have been conducted in the past to investigate the usage of vocabulary learning strategies (VLS) by Iranian EFL learners. Exploration of these strategies has helped learners use processes to improve their skills in a second or foreign language. According to Oxford (1997), these strategies can be affected by variables like motivation, attitude, gender, learning styles, etc. Furthermore, utilization of vocabulary learning strategies has been found to affect students’ performance Studies in Literature and Language Vol. 3, No. 2, 2011, pp. 104-110 DOI:10.3968/j.sll.1923156320110302.375