This study was motivated by an interest in the process of acquiring EAP vocabulary for Iranian university students. The study identified the vocabulary learning strategies of 360 undergraduate EAP students considering the role of multiple intelligences and online education platforms using self-reported questionnaires. They were members of Telegram groups studying engineering, medical sciences, and humanities at different universities in Iran. Descriptive analysis of the VLS survey indicated that the participants frequently use strategies for making the new vocabulary part of their repertoire, followed by strategies for getting the meaning of the new word, and studying the vocabulary, respectively. Inferential analysis of the VLS data revealed that engineering students use different strategies to get the meaning of a new word to which they are exposed in the online classroom. Descriptive and inferential analysis of the participants’ MIs demonstrated the positive relationship of logical-mathematical, visual-spatial, bodily-kinesthetic, musical, and intrapersonal intelligence to the use of strategies for making the new vocabulary part of the repertoire only for the engineering group. The results suggest implications for EAP practitioners and learners. Manuscript profile

The present study aimed to shed light on the relationship among students' socioeconomic status, self-reported English proficiency level, the length of attending private institutes, and L2 motivational factors namely: ideal L2 self, ought-to L2 self, L2 learning experience, integrative motivation, and intended effort. Participants were 320 Iranian students studying English at secondary schools in Tehran, the capital city of Iran. Data were collected through closed-ended questionnaire items entailing EFL motivational factors, socioeconomic status, and demographic information. The results of Spearman Rho test revealed weak or no meaningful relationship between the students' socioeconomic status and their L2 motivation suggesting that socioeconomic status is not an indicative of the school students’ EFL motivation regarding tripartite variables of Dörnyei's (2009) L2 Motivational Self System, integrative motivation, and intended effort. However, the length of attending in private language courses and the self-reported English proficiency of the students indicated moderate correlations with their L2 motivation and socioeconomic status. Current findings bear a clear message to the Iranian education policymakers that despite adopting a communicative approach in the latest official English course books, non-official private language institutes still perform more effectively than the Iranian formal education system does in maintaining and enhancing students’ EFL motivation. Manuscript profile