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The purpose of this research is to determine the role of two learner background factors, namely; gender and discipline (academic major) in learners’ frequency of vocabulary learning strategy use. To this end, data were collected from 79 Turkish graduate students pursuing their master’s or PhD education in a variety of departments in 27 universities in Turkey via a questionnaire with 93 items on vocabulary learning strategies. The analyses of the study data revealed significant difference between male and female learners in favour of the female ones in the frequency VLS use while non-significant results between science major and arts and humanities major learners.