scholarly journals A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdullah Sarani ◽  
Habib Shirzaei
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Major Part ◽  
Language Skills ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
Reading And Writing ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Efl Teachers

Vocabulary is viewed as a major part of language proficiency as it allows learners to use four language skills: listening, speaking, reading, and writing. The present study was carried out to compare Iranian undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. After that the study tried to see if there was any difference between highly-motivated and low-motivated learners with regard to vocabulary use. Finally, it aimed at investigating the differences between the Iranian EFL male and female learners’ use of vocabulary learning strategies. A group of 150 Iranian undergraduate and postgraduate EFL learners (75 males and 75 females) both at BA and MA levels from Zahedan universities were selected randomly. The participants’ ages ranged between18 to 42. The data were obtained through two questionnaires: Taxonomy of Vocabulary Learning Strategies developed by Schmitt (1997) and Gardner’s (1985) Attitude/ Motivation Test Battery (AMTB). The findings of the study showed that there was a significant difference between undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. Also, there was a difference between highly-motivated learners and low-motivated learners’ use of vocabulary learning strategies. Moreover, the results showed that the interaction between the learners’ gender and motivation was significant. The results are theoretically and pedagogically significant for EFL teachers and applied linguists

scholarly journals Vocabulary Learning Strategies of Turkish EFL Learners: A Focus on Gender

2021 ◽  
Vol 7 (1) ◽  
pp. 43-54
Author(s):  
Hatice Okyar
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Female Students ◽  
State University ◽  
Social Strategies ◽  
School Students ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Medium Level

This study aimed to (a) identify vocabulary learning strategies (VLSs) employed by Turkish EFL learners; (b) determine whether the use of VLSs varies by gender. To achieve these aims, the vocabulary learning strategies scale developed by Kocaman and Kizilkaya Cumaoglu (2014) was administered to preparatory school students (n=209) at a state university in Turkey. Descriptive statistics (means, standard deviations) and an independent-samples t-test were used for statistical analyses. The results revealed that the frequency of VLS use was at a medium level. In addition, analysis of the sub-dimensions of the scale showed that memory, cognitive, compensation, and social strategies were used at a medium frequency level, while metacognitive and affective strategies were used at a high frequency. When VLS use was analyzed with respect to gender, a significant difference was seen between males and females, with female students having a higher total mean score than male students. Also, female students reported more use of memory, cognitive, compensation, metacognitive, and affective strategies; however, no statistically significant gender difference was found regarding the frequency of the use of social strategies.

The Effectiveness of Strategy-based Vocabulary Instruction on Iranian EFL Learners' Recall

2016 ◽  
Vol 6 (3) ◽  
pp. 603
Author(s):  
Elham Izadpana ◽  
Narjes Ghafournia
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Research Literature ◽  
Strategy Training ◽  
Control Group ◽  
Time Interval ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
Significant Difference

This study investigated the preferred vocabulary strategies, used by Iranian intermediate EFL learners and also the effect of strategy-based vocabulary instruction on students’ recall once immediately after the instruction period and once after a time interval (two weeks). In order to determine the learners’ level of proficiency, NET (Nelson English Test) was administered to the intended population. Those students, whose score fell within the range of 28-33 were labeled as intermediate. To identify the learners’ preferred vocabulary learning strategies, a questionnaire known as VOLSI (Vocabulary Learning Strategies Inventory) was given to them. The results indicated that there was not any significant difference between the mean scores of the participants in the control group and the participants in the experimental group (0.46). In simple words, the two groups were homogenous in terms of lexical knowledge at the beginning of the course. With regard to the obtained results for the two post-test phases, it was found that the post-treatment means of the two groups were significantly different in terms of recalling vocabulary.  Taken together, the findings of this study support the foreign language research literature on vocabulary strategy training.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals Vocabulary Learning Strategies and their Relation to Vocabulary Size in Saudi Female Undergraduate EFL Learners

2020 ◽  
Vol 3 (6) ◽  
pp. 218-223
Author(s):  
Ghada Alahmad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Female Undergraduate ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies

It is generally agreed in the field of Foreign Language Learning (FLL) that Vocabulary Learning Strategies (VLSs) are a subcategory of the more general Language Learning Strategies (LLSs). Research into LLSs began based on the belief that language aptitude was not the only determinant factor of language achievement, and that the learners’ own learning effort and the way they approach language learning also played a major role. The purpose of this study is to investigate VLS use of Saudi female undergraduate EFL learners in each stage of the Vocabulary Learning Process (VLP) and its relation to their vocabulary size. The study population consisted of female students enrolled in the final year of the undergraduate English language program in an English department in a Saudi university. Forty-one students participated in this study, and two data collection instruments were used. The first instrument was a frequency of use questionnaire designed based on the learning process-oriented taxonomy of VLSs. The second was a Vocabulary Size Test. The analyses show that the participants used 17 strategies with a high frequency in all the stages of the VLP except for Stages Four and Six. The analyses also show that the most frequently used strategies were mainly cognitive strategies (nine strategies) and metacognitive strategies (five strategies). In terms of the relationship between the use of VLSs and vocabulary size, two strategies were found to be positively correlated with the participants’ vocabulary size. Interestingly, other strategies that are known to be effective in vocabulary learning were found to have a negative correlation with the participants’ vocabulary size.

scholarly journals THE VOCABULARY LEARNING STRATEGIES USED BY UUM STUDENTS IN RELATION TO THEIR PROFICIENCY LEVELS

2013 ◽  
Vol 13 (1) ◽  
pp. 92
Author(s):  
Noraziah Mohd Amin
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
Frequency Of Use ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Universiti Utara Malaysia

AbstrakTulisan ini berfokus pada strategi pembelajaran kosakata yang digunakan oleh Band 1 dan Band 4 mahasiswa sarjana Universitas Utara Malaysia (UUM). Tujuan penelitian ini adalah untuk mensurvei penggunaan strategi pembelajaran kosakata yang digunakan oleh responden dan untuk menentukan sejauh mana penggunaan strategi dipengaruhi oleh tingkat kemampuan mereka. Instrumen yang digunakan dalam penelitian ini adalah kuesioner yang dikembangkan oleh Lachini (2007) berdasarkan klasifikasi Cottrell tentang strategi pembelajaran yang terdiri dari lima kategori strategi belajar kosakata: kreatif, reflektif, efektif, aktif dan motivasi. Respon dari 100 responden dari masing masing kelompok, Band 1 dan Band 4, hasil kuesioner diperiksa pada frekuensi penggunaan strategi pembelajaran kosakata. Hasil penelitian menunjukkan bahwa tidak ada perbedaan yang signifikan dalam hal frekuensi penggunaan antara Band 1 dan Band 4 peserta sebagai mayoritas kedua kelompok digunakan sebagian besar strategi baik 'sedikit' atau 'sering'. Temuan penelitian mungkin bisa membantu instruktur untuk memfasilitasi pembelajaran kosakata bahasa Inggris oleh mahasiswa UUM dan mahasiswa lain pada umumnya.                        Kata-kata kunci: Strategi pembelajaran kosakata, tingkatan kemampuan berbahasaAbstract This thesis is concerned with the vocabulary learning strategies used by Band 1 and Band 4 undergraduate students of Universiti Utara Malaysia (UUM).  The objectives of this descriptive study were to survey the vocabulary learning strategies used by the respondents and to determine to what extent their use of the strategies was influenced by their proficiency level. The instrument employed in the study was a questionnaire developed by Lachini (2007) based on Cottrell’s classification of learning strategies. It consists of five categories of vocabulary learning strategies: creative, reflective, effective, active and motivated. The responses of 100 Band 1 and 100 Band 4 students to the questionnaire were examined on the frequency of their use of the vocabulary learning strategies. The results indicated that there was no significant difference in terms of the frequency of use between Band 1 and Band 4 participants as  the majority of both groups employed most of the strategies either ‘a little’ or ‘often’. The findings of the study perhaps could help instructors to facilitate the learning of English vocabulary by UUM students and other students at large.    Keywords: The vocabulary learning strategies, proficiency levels

Vocabulary Learning Strategies Among Undergraduate ESL Learners in Tertiary Education

2020 ◽  
Vol 4 (4) ◽  
pp. 14
Author(s):  
Zarinatun Ilyani Abdul Rahman ◽  
Nur Farhana Nasri
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Tertiary Education ◽  
Vocabulary Learning ◽  
Applied Science ◽  
Mathematical Science ◽  
Science Students ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Esl Learners

Vocabulary learning strategies (VLSs) play a significant role in assisting language learners in the development of language learning. A quantitative study was conducted to explore VLSs employed by undergraduate ESL learners in a public university. Data were collected from a group of 197 ESL learners from three faculties–Accountancy, Applied Science, and Computer and Mathematical Science–in the university. An adopted VLSs questionnaire by Gu & Johnson (1996) was used to answer two research questions: (1) to find the most and least preferred strategies and 2) to identify if there is any significant difference between the ESL learners in three different faculties–Accountancy, Applied Science, and Computer and Mathematical Science - in terms of their vocabulary learning strategies preference. The results were gathered using descriptive analysis and one-way ANOVA followed by a post-hoc test. The results of the study revealed that note taking, memory and guessing using linguistic clues were the three most preferred strategies while guessing using background knowledge and activation were the least preferred ones. In addition, the data also unveiled that there was a significant difference between Accountancy students and Applied Science students as well as Computer and Mathematical Science students both in guessing strategies. It is hoped that the findings of this study can shed some light to the teaching and learning process whereby the educators could employ the best VLSs to assist students in vocabulary learning while learners could be aware of strategies that suit them best.

Sign in / Sign up

Export Citation Format

Share Document