Vocabulary learning remains a significant challenge for intermediate learners of English as a Foreign Language (EFL). Vocabulary learning strategies refer to the techniques and actions learners employ to enhance the effectiveness of language acquisition, particularly in identifying, storing, retrieving, and using lexical items. This study investigates the vocabulary learning strategies employed by intermediate Kurdish EFL learners at Soran University. It aims to identify the most frequently used strategies and determine which contribute most to vocabulary development. The study is grounded in Schmitt’s (1997) taxonomy, focusing on cognitive, memory, metacognitive, and social strategies. Adopting a quantitative research design, data were collected through a 20-item questionnaire administered to 50 intermediate-level learners. The data were analyzed using the SPSS program, employing two statistical tests: the Friedman Test, to examine differences among the four strategy categories, and the Wilcoxon Signed-Rank Test, to compare strategies pairwise. The results revealed statistically significant differences among most strategy types. However, no significant difference was found between cognitive and metacognitive strategies. The findings further indicated that cognitive and metacognitive strategies were the most frequently used, followed by memory strategies, while social strategies were the least utilized. These results suggest that learners tend to rely more on individual, self-directed strategies than on interactive approaches. The study offers valuable implications for teachers, learners, and curriculum designers in enhancing vocabulary instruction and promoting more effective strategy use. Keywords: vocabulary, strategies, learning, language
