scholarly journals A descriptive study on ESL learners’ vocabulary knowledge through cognitive and metacognitive strategies

2020 ◽  
Vol 3 (2) ◽  
pp. 142
Author(s):  
Aravind B R ◽  
Rajasekaran V
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Vocabulary Learning Strategies ◽  
Esl Learners ◽  
Cognitive And Metacognitive Strategies

The present research was carried out to study the cognitive and metacognitive vocabulary learning strategies of 36 ESL learners’. Schmitt’s Vocabulary Learning Strategies questionnaire was used to conduct the study. The study revealed the subsequent array of cognitive and metacognitive strategies employed by ESL learners. Additionally, semi-structured interviews were also conducted with 10 ESL learners’ who completed the questionnaire to get more reliable information about learners’ strategies with vocabulary learning. The findings indicated that ‘Using English Language Media’, ‘Verbal repetition’, ‘Take notes in class’ were the most popular strategies, whereas ‘Skip or pass new word’ and ‘Put English labels on physical objects’ were least used. The results of this paper provide many implications for English language teaching. Detailed explanations of the participants’ cognitive and metacognitive strategies were given in the discussion.

scholarly journals DIAGNOSING ESL LEARNERS’ VOCABULARY KNOWLEDGE THROUGH MEMORY STRATEGIES

2019 ◽  
Vol 7 (5) ◽  
pp. 41-47 ◽  
Author(s):  
Aravind B R ◽  
Dr. Rajasekaran V
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Instructional Materials ◽  
Pictorial Representation ◽  
Structured Interviews ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

Purpose of the study: The present study diagnoses the vocabulary knowledge employed by ESL learners’ through memory strategies. Schmiit’s (1990) Taxonomy of Vocabulary Learning Strategies (VLS) questionnaire was adopted and administered to 93 ESL learners. In order to get authenticities about the ESL learners’ memory strategies with vocabulary learning, semi-structured interviews were also conducted with 30 participants who completed the questionnaire. The result exposed the subsequent array of memory strategies used by ESL learners from the most frequent to the least frequent strategies, particularly findings revealed that ‘Use new word in sentences’, ‘Study word with a pictorial representation of its Meaning’, ‘Connect word to a personal experience’ are most popular whereas ‘Use scales for gradable adjectives’, ‘Relating word to unrelated items (Peg method)’ were least used memory strategies. Methodology: Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) (1997) was favored to diagnose the vocabulary knowledge through memory strategies of 93 ESL learners. Initially the responses were collected through Google Forms. Additionally, 30 ESL learners were randomly selected for interviews in accordance to reassure participants’ comprehension of the subject matters. Main Findings: The study finds effective result among 93 ESL learners in acquiring vocabulary knowledge while using memory strategies with the assistance of technological modalities. It also listed the most frequent and least frequent use of memory strategies in Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) (1997). Applications of this study: The present study is conducted in English Language Laboratory, where ESL learners’ can be benefitted and the learners can use these memory strategies while learning a new vocabulary when encountering a word. Novelty/Originality of this study: The existing technological modalities will assist the learners to correlate more effectively. Subject and language experts in the field can design the instructional materials and tools to assist ESL learners to improve vocabulary knowledge through memory strategies.

scholarly journals Students’ Vocabulary Learning Strategies of Discovery and Consolidation in Malaysian Primary School English Language Classrooms

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Sharon Fung-Chien Kho ◽  
Joseph Ramanair ◽  
Ambigapathy Pandian
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
English Language ◽  
Social Cognitive ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Vocabulary Learning Strategies ◽  
Cognitive Memory

A good grasp of vocabulary enables language learners to articulate, comprehend and communicate ideas and concepts effectively. For learners whose first language is not English, mastering vocabulary knowledge in terms of the breadth and depth is challenging and needs to start at a young age through the use of various strategies. The lack of English language vocabulary knowledge would demotivate learners and even result in abandoning efforts to learn the language. Therefore, it is important that learners know and are able to use five strategies, which include determination, social, cognitive, memory, and metacognitive strategies to learn vocabulary. Determination and social strategies are in the discovery category, while social cognitive, memory, and metacognitive strategies are in the consolidation category. This study aims to determine the vocabulary learning strategies used by 132 Year Five primary school English language students in two urban National Type Chinese schools in Sarawak. It investigated the strategies these learners used, how frequently they used them, and their reasons for preferring particular strategies. Data were collected from two classrooms at each school through the use of questionnaire and individual interview. Questionnaire results were analysed descriptively in terms of mean scores and standard deviation while interview responses were coded, categorised and analysed using thematic analysis. The findings suggest that while the students employed moderate use of all the five strategies, cognitive strategies which involved mechanical approaches were the most used while social strategies were not used by all students.

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 Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2020 ◽  
Author(s):  
Yongqi Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

© 2018, Adam Mickiewicz University Press. All rights reserved. This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2020 ◽  
Author(s):  
PY Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

© 2018, Adam Mickiewicz University Press. All rights reserved. This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2018 ◽  
Vol 8 (2) ◽  
pp. 325-350 ◽  
Author(s):  
Peter Yongqi Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2020 ◽  
Author(s):  
Yongqi Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

© 2018, Adam Mickiewicz University Press. All rights reserved. This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

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

2020 ◽  
Vol 2 (2) ◽  
pp. 1-10
Author(s):  
Hamza Atifnigar Editor ◽  
Zia Ur Rahman Zaheer ◽  
Wahidullah Alokozay
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 Impact of Vocabulary Learning Strategies on Gender Based ESL Learners in Pakistan

2020 ◽  
Vol 2 (3) ◽  
pp. 135-141
Author(s):  
Muhammad Safdar Bhatti ◽  
Rafia Mukhtar
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Sentence Structure ◽  
Association Learning ◽  
Vocabulary Learning Strategies ◽  
Study Results ◽  
Esl Learners ◽  
The Impact ◽  
Group Association

The wide spectrum of English language compels readers to find out the exact crux of the language itself. English has won the status of international language. It has become a dire need of this age. The English language is comparatively difficult due to its pronunciation, sentence structure and vocabulary level from local languages in Pakistan. Vocabulary is the utmost aspect of learning a second language. It is the essence and soul of language. The language process depends on learning vocabulary. So the current paper investigates the impact of vocabulary learning strategies for the ESL learners in Pakistan. It was an experimental type of research. One hundred students of Grade-9 in the academic year 2019-20 participated in this study. The data was collected through test and questionnaire. The study results revealed that the students who were taught by the ESL learning techniques (semantic mapping, imaging and pics, visual and auditory, group association and word contact) performed better as compared with the students in the traditional vocabulary learning method. Female students performed better in the experimental group. ESL male learners used group association learning technique at priority, and ESL female learners used visual and auditory learning at their priority. The researchers recommend that English language teachers should use vocabulary learning strategies for teaching English to ESL learners.

scholarly journals The Effect of a Task-Based, Curriculum-Enrichment Program for Vocabulary Learning Strategies on Saudi University Students

2021 ◽  
Vol 13 (5) ◽  
pp. 111
Author(s):  
Ibtesam Mohammed Al-Yahya
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Pictorial Representation ◽  
Structured Interviews ◽  
Semantic Maps ◽  
Vocabulary Learning Strategies ◽  
Enrichment Program ◽  
Curriculum Enrichment ◽  
Vocabulary Achievement

The current study set to investigate the effect of introducing particular vocabulary learning strategies (VLSs) to Saudi, female students. The strategies implemented were six: 'grouping words together to study them' (GW); 'putting English labels on physical objects' (LO); 'using scales for gradable words'(SC); 'using semantic maps'(SM); 'using the keyword method' (KW) and 'studying words with a pictorial representation of their meaning' (PR). The participants were a group of 90 level-one students studying in the Department of English Language and Translation at Imam Muhammad Ibn Saud Islamic University, Riyadh. They were assigned to two groups: control (N= 44) and experimental (N=46); only the experimental group received instructions on those strategies in a form of task-based, curriculum-enrichment materials. To assess the effectiveness of such a VLS instruction (VLSI) program, three areas were examined: the students' vocabulary learning (VL), the frequency of strategy-use, and their VLS repertoire. The data of the study were derived from three instruments: pre-post vocabulary achievement test (VAT), pre-post questionnaire and semi-structured interviews. The analysis of the data revealed the effectiveness of the VSBI program in the areas identified above. First, it improved the students' vocabulary achievement as well as their VL, in general. Second, it increased the frequency of using general categories of VLSs (i.e. VLSs altogether, consolidation strategies, metacognitive strategies). It also increased the frequency of using five of the taught strategies which were GW, LO, SC, KW, and PR. Third, the VSBI program proved to be positive in that it changed and improved the students' VLS repertoire.

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