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This study investigates the relationship between extraversion/introversion personality dimension and the use of strategic competence (SC) in written referential communication by Iranian EFL learners. Referential communication refers to a kind of guided communication in which the referents (or topics) are given to the subjects (here, writers) to convey their meanings to the interactants (here, readers). 50 sophomore English students ofArakUniversitywere selected from among 70 ones to participate in this study. Using the Persian restandardized version of the adult EPQ (Eysenck Personality Questionnaire, 1975) the subjects were divided into two groups of extravert and introvert. The homogeneity of the participants was determined by theMichigantest (1997) at the upper-intermediate level of proficiency. Each individual in the groups was given the communicative tasks to communicate in writing with a partner. Then, the performance of the extravert group was analyzed and compared with that of the introvert group in using compensatory strategies (CSs) in terms of type and frequency as identified by a taxonomy. The results revealed that, as far as total performance is concerned, introvert participants used conceptual strategies more than the extravert ones, while extravert participants used a sub-type of interactional strategies i.e. confirmation strategies, and the two sub-types of linguistic strategies i.e. synonymy and transliteration strategies, more than introvert ones. Thus, it can be concluded that personality trait of extraversion/ introversion is associated with L2 learners’ preference in using, at least, some types of CSs in written referential communication. The theoretical and pedagogical significance of the findings will be discussed.   

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With the tremendous breakthrough in technology and its pivotal role, some EFL teachers are inclined toward applying technology in their classrooms. Given this, the present research aimed to discover the relationship between the use of Anki by language learners and the improvement of their vocabulary learning. Another focus of the study is to explore what self-regulated learning strategies are applied by English language learners to enhance their vocabulary learning through using Anki. To find whether they enable learners to improve their language learning or not. To do so, a survey was conducted among 60 young Iranian students aged from 16 to 20, forming two homogeneous groups from Jahesh Institute of Mohajeran, Arak. The instructor selected 120 target words from two intermediate-level coursebooks for the experimental group to practice using Anki, alongside instruction on self-regulation strategies. The control group continued with regular classes. Both groups took a pre-test and a post-test, while the experimental group also completed an MSLQ questionnaire after the program. Following 14 treatment sessions, the participants' scores were compared. Quantitative analysis revealed that the Anki users showed significant improvement in vocabulary retention compared to the control group, demonstrating the app's effectiveness. The second finding demonstrated the type of self-regulated learning strategies employed by the learners to improve their vocabulary learning.  In conclusion, using Anki can effectively enhance EFL learners’ vocabulary acquisition. This finding suggests that TEFL teachers should integrate technology-assisted learning tools like Anki into their instruction while also guiding students in self-regulation strategies to foster greater autonomy. Combining self-regulated learning techniques with mobile-based learning technologies offers significant potential for improving EFL students’ vocabulary retention and overall language development, ultimately leading to more successful learning outcomes.