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res before and after the experiment, students’ awareness of using VLSs to learn English vocabulary is weak in the experimental group in the pretest while their awareness of using VLSs to learn English vocabulary has been improved a lot in the post-test. They are all aware of the significance and effectiveness of vocabulary learning and they have positive attitudes toward VLSs in English language learning. The most commonly used VLSs used by students for English vocabulary learning are strategies of sentences and passages, word lists, homophonic creation, video and audio, reading materials, guessing according to contexts or schema, word formation, lexical chunks, associative methods, using words creatively, word mind mapping, planning, interesting topics, cooperative learning, and asking for help.

Secondly, not all VLSs can exert positive influences on students’ efficient vocabulary learning and those strategies that have highly positive influences on students’ breadth of vocabulary may not influence students’ depth of vocabulary positively, and vice versa. Specifically speaking, in cognitive category, the strategies of taking notes, repetition, and resourcing are mainly beneficial for students to recognize quantities of words, which has a positive influence on students’ breadth of vocabulary, and while guessing, activation, and encoding mainly help students master multidimensional knowledge of vocabulary and its appropriate and corrective use, which exerts a positive on students’ depth of vocabulary. More specifically, from the above correlation between students’ use of VLS and results of vocabulary tests, students’ use strategies of sentences and passages, word lists, homophonic creation, video and audio, and reading materials can contribute to the quantity of students’ vocabulary learning, which is the breadth of vocabulary learning. In addition, those strategies of guessing according to contexts or schema, word formation, lexical chunks, associative methods, using words creatively, and word mind mapping are beneficial for students’ mastery of multidimensional knowledge of vocabulary, which is the breadth of vocabulary. Although junior high school students occasionally or generally use the strategy of dictionary, it doesn’t have significant significance on students’ breadth and depth of vocabulary, which is different from investigations of Luo Siming and Wang Jun (2003)’s, Miao Lixia (2008)’ s, Li Kai (2013)’s, Lu tuanhua and Tian Bing (2014)’s, and He Chunxiu, et al. (2021)’s research. What’s more, the strategies in metacognitive and social/affective categories can all contribute to students’ breadth and depth of vocabulary learning. In a word, the more frequently students use VLS in the process of vocabulary learning, the better their vocabulary learning effects will be. What’s more, there is no significant difference when it comes to the gender difference in vocabulary learning, which is a little different from other findings of Wang Xuan’s (2011), He Zhu (2019)’s, and Haddad (2020)’s research because of the different research participants.

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