The relationship between high school students’ vocabulary learning strategy use and motivation

2021 ◽  
Vol 28 (1) ◽  
pp. 169-197
Author(s):  
Yongsuk Choi ◽  
◽  
Beom Yoo
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
School Students ◽  
Learning Strategy Use ◽  
The Relationship

scholarly journals Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning

2017 ◽  
Vol 2017 ◽  
pp. 1-11 ◽  
Author(s):  
Charles Gbollie ◽  
Harriett Pearl Keamu
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Learning Strategy ◽  
Strategy Use ◽  
Senior High School ◽  
School Students ◽  
Recommendations For Action ◽  
Learning Strategy Use ◽  
Senior High School Students

The nature of motivation and learning strategy use is vital to improving student learning outcomes. This study was intended to explore the motivational beliefs and learning strategy use by Liberian junior and senior high school students in connection with their academic performance. It also solicited students’ self-reports about presumed factors hindering their learning. Utilizing a cross-sectional quantitative research design, 323 participants took part in the study from 2 counties. Motivated Strategies for Learning Questionnaire (MSLQ) was adapted and 12 potential learning hindrances were identified and used as instruments. Data analyses were conducted using SPSS 17.0. The results showed the motivational belief component of extrinsic goal orientation as the most preferred belief and test anxiety was the least possessed belief. Rehearsal strategies were found to be the most frequently used, while help seeking was reported to be the least strategy considered. The result also showed significant relationships between the two constructs. In addition, the study found some learning hindrances. A number of conclusions as well as some practical recommendations for action relative to the improvement of student performance have been advanced.

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.

The relationship between language learning strategy, L2 proficiency and learning variables of Korean high school students

2016 ◽  
Vol 17 (3) ◽  
pp. 189-218
Author(s):  
Myung-hwan Hwang ◽  
◽  
Hyun-kyu Choi ◽  
Sue-jeong Shin ◽  
Hee-kyung Lee ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategy ◽  
L2 Proficiency ◽  
School Students ◽  
Language Learning Strategy ◽  
The Relationship

scholarly journals Vocabulary Learning Strategies Used by Thai High School Students in Science, Language, and English Programs

2021 ◽  
Author(s):  
Panadda Thiendathong ◽  
Apisak Sukying
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Academic Disciplines ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Vocabulary Learning Strategies

This study investigated the vocabulary learning strategies used by Thai high school students. The aim was to identify the frequency of different techniques used by high school learners studying in various programs. The main objective of this study was to compare the use of vocabulary learning strategies between multiple programs of study and examine the relationship between these different strategies. A total of 491 high school students from multiple academic disciplines participated in this study. A 47-item questionnaire of vocabulary learning strategies was given to the participants. In addition, qualitative data were collected via semi-structured interviews with 21 students to gain further information on their vocabulary learning strategy use. The interview recordings were immediately transcribed verbatim and translated from Thai into English by two experts. The results indicated that the most frequently used strategies were determination strategies, whereas memory strategies were used the least. The findings also showed that the learning context influenced the participants’ use of vocabulary learning strategies. The qualitative results further revealed the variety of vocabulary learning strategies and the degrees of strategy use. In conclusion, this study highlighted that vocabulary learning strategies are interrelated, and the strategies adopted by learners can depend on vocabulary learning conditions.

scholarly journals Vocabulary Learning Strategies Used by Thai High School Students in Science, Language, and English Programs

2021 ◽  
Vol 12 (2) ◽  
pp. 306-317
Author(s):  
Panadda Thiendathong ◽  
Apisak Sukying
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Academic Disciplines ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Vocabulary Learning Strategies

This study investigated the vocabulary learning strategies used by Thai high school students. The aim was to identify the frequency of different techniques used by high school learners studying in various programs. The main objective of this study was to compare the use of vocabulary learning strategies between multiple programs of study and examine the relationship between these different strategies. A total of 491 high school students from multiple academic disciplines participated in this study. A 47-item questionnaire of vocabulary learning strategies was given to the participants. In addition, qualitative data were collected via semi-structured interviews with 21 students to gain further information on their vocabulary learning strategy use. The interview recordings were immediately transcribed verbatim and translated from Thai into English by two experts. The results indicated that the most frequently used strategies were determination strategies, whereas memory strategies were used the least. The findings also showed that the learning context influenced the participants’ use of vocabulary learning strategies. The qualitative results further revealed the variety of vocabulary learning strategies and the degrees of strategy use. In conclusion, this study highlighted that vocabulary learning strategies are interrelated, and the strategies adopted by learners can depend on vocabulary learning conditions.

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