scholarly journals Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context

2019 ◽  
Vol 9 (2) ◽  
pp. 313-348
Author(s):  
Richard LaBontee
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Self Report ◽  
Learning Context ◽  
Data Set ◽  
Vocabulary Learning Strategies ◽  
Report Data ◽  
Self Report Data

This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

scholarly journals THE USE OF VOCABULARY LEARNING STRATEGIES AMONG ESL UNDERGRADUATES

2019 ◽  
Vol 2 (7) ◽  
pp. 66-79
Author(s):  
Siti Nursakina Baharudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Survey Design ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Wide Range

Students need to take control of their learning process by knowing when, where and how to use appropriate learning strategies for effective learning to take place. One of the language learning strategies learners need to take into consideration is vocabulary learning strategy (VLS) as vocabulary is one of the crucial elements that learners need to master in language learning. Vocabulary learning strategies if used effectively will help learners to master a wide range of vocabulary. This study aims to identify the types of VLS which are frequently used among ESL undergraduates according to learners’ gender. Forty ESL undergraduates from various disciplines at a local university were involved in this study and data were collected to achieve the main objective of the study. The survey design was employed, and data were analyzed quantitatively using descriptive analysis to measure the frequency and percentage to identify the most frequent use of VLS and whether it differs from the undergraduates’ gender. The findings of this study found that male undergraduates used VLS more than female undergraduates and memory and social strategy were the most frequently used by female undergraduates while male undergraduates used more of cognitive and metacognitive strategy. Therefore, the findings of the study are indeed beneficial for learners to know which VLS suits them and how they can acquire a vast amount of vocabulary during their second language learning process by applying those vocabulary strategies.

scholarly journals A Meta-Analysis of Vocabulary Learning Strategies of EFL Learners

2017 ◽  
Vol 10 (5) ◽  
pp. 1
Author(s):  
Batoul Nematollahi ◽  
Fatemeh Behjat ◽  
Ali Asghar Kargar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Social Strategies ◽  
Lexical Knowledge ◽  
Vocabulary Learning Strategies ◽  
Successful Students

Vocabulary learning is one of the crucial matters in second language learning. There is a vast body of research in this field which has been done by famous researchers around the world, but still there is no specific solution for extending lexical knowledge in the best way. Therefore, we have conducted a meta-analysis on a body of 30 research projects to investigate the usefulness of different strategies of vocabulary learning. The results showed that the strategies which are used by students are as follows in order: determination, cognitive, memory, meta-cognitive, and social strategies. Besides, it seems that guessing from context and using the dictionary are among the strategies which are most favored by successful students. In addition, the relationship between context, treatment, and methodology by vocabulary learning strategy were studied. It was clear that learners of different contexts would prefer different strategies, and teachers used specific strategies according to their syllabus. For further research, it is suggested to select a larger body of studies. It is advised to make teachers aware of the importance of choosing an appropriate strategy of vocabulary learning for language learners to pave the way of improving lexical knowledge for them.

scholarly journals Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games

2021 ◽  
Author(s):  
◽  
Julie Ann Bytheway
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Vocabulary Learning ◽  
Role Playing ◽  
Learning Context ◽  
Role Playing Games ◽  
Vocabulary Learning Strategies ◽  
Massively Multiplayer

<p>This small‐scale case‐study used research processes inherent in Grounded Theory to identify and explain vocabulary learning strategies used by players in MMORPGs (massively multiplayer online role‐playing games), an informal second language learning context. This investigation was in response to informal reports of second language vocabulary gains from gamers at Victoria University of Wellington (New Zealand) and the University of Twente (The Netherlands). Data was collected from observations of, interviews with, and elicited texts from six participants, and three types of extant texts from World of Warcraft. Constant comparative analysis was used to allow patterns and processes to emerge from the data to explain social phenomena. Participants identified fifteen vocabulary learning strategies and aspects of MMORPGs that affect these strategies. Vocabulary learning strategies in MMORPGs are affected by play, which affects learning processes and motivation; MMORPG culture, which affects participants’ interaction, curiosity, and independent learning; and the range and use of language in MMORPGs, which affects participants’ language use, attitudes, and vocabulary learning strategies. Findings were compared to Gu’s (2005) model of vocabulary learning strategies in contexts, and Gu’s model was adapted to suit this MMORPG second language learning context. Aspects of MMORPGs affect second language vocabulary learning strategies gamers develop, select and use. This study highlights the need to value MMORPGs as contexts for learners’ vocabulary learning strategies and argues for further study into MMORPGs as contexts of vocabulary learning strategies.</p>

scholarly journals The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

2020 ◽  
Author(s):  
Mohanad Al-Omairi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
English For Academic Purposes ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Common Strategy

Vocabulary learning is an essential part of foreign or second language learning. This study aims at identifying the most and least common strategies that are used by Iraqi English as a foreign language (EFL) majors and English for academic purposes (EAP) learners. Also, determine the differences that are in EFL and EAP students’ vocabulary learning strategy (VLS) use as well as exploring EFL and EAP students’ views and difficulties. The study samples were 100 undergraduate learners (50 EAP learners and 50 EFL majors studying at Al-iraqia University, Iraq). There were two methods adopted; a validated Likert-scale questionnaire based on a developed version of Schmitt (1997) and further selected four of them for a follow-up semi-structured interview. The results of the survey indicated that EFL and EAP learners’ most common strategy was determination strategy, whereas, the least common strategy was metacognitive. The finding of the independent sample t-test of the five identified categories: metacognitive, determination, cognitive, memory as well as social, indicated that there was no significant difference between EFL and EAP learners’ in the frequency of the use of VLS. The results of the interview indicated that the majority of EFL and EAP learners’ valued the significance role of VLS.

Effectiveness of strategy instruction for vocabulary learning: a narrative review

2016 ◽  
Vol 5 (2) ◽  
pp. 47 ◽  
Author(s):  
Husain Abdulhay
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Instruction ◽  
Language Education ◽  
Language Teachers ◽  
Strategy Training ◽  
Vocabulary Learning Strategies

Nowadays, it is strongly irrefutable that vocabulary skills founds the stepping-stone to  language learning and should be at the epicenter of language education, in re to the fact that much cannot be implied without grammar; nothing can be imparted without vocabulary. Understanding the key notions of how vocabulary is acquired can help language teachers be able to dispense more realistic and effective vocabulary teaching. With this thought in mind, it is crucial to acquaint students with vocabulary learning strategies (VLS) so that they can do this more effectively. With the expansion of research on vocabulary learning strategy instruction, the question to be posed is whether training on strategies will culminate in improvement in language learners or not. Thus, based on the significance ascribed to teaching vocabulary learning strategies in the process of language learning, the present paper seeks to cull evidences and scour the effectiveness of teaching vocabulary learning strategies.  Keywords: Vocabulary, vocabulary learning, strategy training for vocabulary learning.

scholarly journals VOCABULARY LEARNING STRATEGIES EMPLOYED BY POSTGRADUATE STUDENTS OF MATARAM UNIVERSITY IN ACADEMIC YEAR 2014/2015

2020 ◽  
Vol 2 (2) ◽  
pp. 74
Author(s):  
Ida Nyoman Tri Darma Putra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Research Subjects ◽  
Postgraduate Students ◽  
Vocabulary Learning Strategies ◽  
Academic Year

Vocabulary is crucial to language learning in which lack vocabulary knowledge will make learner difficult to learn the language. Vocabulary knowledge is affected by the vocabulary learning strategies. The purpose of the present study was to identify the vocabulary learning strategies employed by postgraduate students and also try to explore the most and least vocabulary strategy used by Mataram university postgraduate students. The sample of this study was 40 postgraduate students of English department in FKIP Mataram University in academic year 2014/2015. Vocabulary learning strategies questionnaire was used in this study to identify students’ frequency of vocabulary learning strategies use. The result of the study showed that the research subjects used the vocabulary learning strategies in all five categories. The memory strategies (37.80) were the most frequently strategies by all subjects. Meanwhile determination strategies (mean=19.43) were determined as the second frequently used strategies followed by cognitive (mean=15.23), metacognitive (mean=13,26). The social strategies were determined as the least used strategies by all students with mean score of 11.00. In specific, looking at each item of category, the most vocabulary learning strategy used by postgraduate students was guessing from context (mean=3.33) which is part of determination category and the least vocabulary learning strategy used by postgraduate students was ask other people to discover the meaning of new vocabulary (mean=1.50)

scholarly journals Student's Strategy In Learning Vocabulary at English Department of STKIP PGRI

2019 ◽  
Vol 6 (1) ◽  
pp. 35
Author(s):  
Nanik Sulastri
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Research Result ◽  
Language Education ◽  
Sampling Technique ◽  
Vocabulary Learning Strategies

This research was conducted to: (1) To examine the vocabulary learning strategies (2) To find out  the most and the least vocabulary learning strategies that used by the (3) To analyze the factors affect the students in choosing the vocabulary learning strategy of English Language Education Program at STKIP PGRI Sumbar. The research applied a descriptive research; the population of this research   was   the   eighth-semester   students   in   academic   year 2017/2018. The samples of this research were 49 students chosen by using total sampling technique. The data were analyzed by using descriptive analysis and used Power score and estimate stage for Academic vocabulary. The research result showed that (1) the students’ vocabulary proficiency; it was classified as late gradation. It can be said that most of the students are in late gradation in percentage 60.71% and only less students who get early gradation. (2) the most learning strategy mostly used by the students was Consolidation learning strategies in learning vocabulary on percentage 40,81% students . (3) Some factors affect the choosing of vocabulary language learning strategies were found. It was found that the late gradation students chose Memory learning strategies as their strategy in learning vocabulary because of believe, motivation and learning experience. It can be concluded that the students’ learning strategy affected their proficiency in vocabulary.

scholarly journals The vocabulary learning strategy use of Iranian elementary EFL learners

2021 ◽  
Vol 11 (4) ◽  
pp. 147-160
Author(s):  
Ghasem Tayyebi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Placement Test ◽  
Efl Learners ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Learning English

In order to learn vocabulary efficiently, the utilisation of learning strategies is very important and surely it depends on learners’ attempts. The current study aimed at examining the strategies that Iranian elementary English as a foreign language (EFL) learners adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning strategies (VLSs) questionnaire was administered. The findings of the current study indicated that Iranian elementary EFL students were medium VLS users. The social strategy was found as the most frequently used category of strategies, followed by memory, determination, cognitive and metacognitive strategy.   Keywords: Language, learning strategies, vocabulary, Iranian, elementary.

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.

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