scholarly journals A Survey Study on Academic Vocabulary Learning Strategies by EFL University Students

2018 ◽  
Vol 9 (5) ◽  
pp. 1009
Author(s):  
Le Pham Hoai Huong
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Word List ◽  
Survey Study ◽  
Academic Vocabulary ◽  
Academic Texts ◽  
Vocabulary Learning Strategies

The development of the Academic Word List by Coxhead (2000) has drawn attention of the academia to teaching and learning academic vocabulary as well as the creation of more word lists for different majors. However, most of the research in the field of vocabulary has focused on the learning strategies for general vocabulary only (e.g. Gu & Johnson, 1996; Lawson, & Hogben, 1996; Nation, 2001; Schmitt & McCarthy, 1997). Little has been done to investigate strategies for academic vocabulary (Nushi & Jenabzadeh 2016). Given the importance of academic vocabulary in comprising some 8%-10% of running words in academic texts (Nation, 2001), the present study was set out to investigate EFL university students’ strategies for learning academic English words. The participants included 132 EFL university students. The study adopted the taxonomy of vocabulary learning strategies by Schmitt (2000) and strategies for learning academic words by Bramki and Williams (1984) and Chung and Nation (2003). The findings reveal that the respondents tended to use on-line dictionaries and other applications more than cognitive strategies in learning academic words. Based on the findings of the study, suggestions were put forward to a systematized list of academic vocabulary learning strategies as well as what teachers and learners should do when encountering new academic words.

scholarly journals VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

2018 ◽  
Vol 127 (6B) ◽  
pp. 19
Author(s):  
Lê Thị Tuyết Hạnh
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Second Year

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

scholarly journals Chinese EFL University Students’ Self-Reported Use of Vocabulary Learning Strategies

2021 ◽  
Vol 14 (12) ◽  
pp. 117
Author(s):  
Sijing Fu
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Chinese Culture ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Structured Interview ◽  
Extensive Reading ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies ◽  
Efl Students

This study conducted the semi-structured interview to investigate the types of vocabulary learning strategies (VLSs) Chinese English major university students employed and the factors for their VLS use. Chinese EFL learners frequently employed determination and cognitive strategies. They mainly used the mechanical strategies and focused on English words&rsquo; meanings based on Chinese equivalents. They preferred bilingual dictionaries, repetition, and memorization of fixed examples involving news words. They used metacognitive and memory strategies less frequently. This study proposed that Chinese EFL students&rsquo; rote memorization of English vocabulary was due to Chinese culture of learning, which values knowledge authority, consolidation and foundation, and also effort and perseverance. Additionally, the less L2 English immersion including L1 Chinese environment and non-communicative EFL environment also leads to Chinese EFL students&rsquo; VLSs use. Therefore, it is suggested that students be encouraged to use more memory strategies and metacognitive strategies. English teachers should provide students with strategy instructions and guide students to learn vocabulary through different types of VLSs in classes. After class, students could be encouraged to learn vocabulary incidentally through both intensive and extensive reading.&nbsp;

scholarly journals EFL vocabulary learning strategies among high school students

2021 ◽  
Vol 70 (1) ◽  
pp. 25-36
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Grammar School ◽  
School Students ◽  
Compensatory Strategies ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies

The paper examines how frequently high school students use EFL vocabulary learning strategies and whether contextual educational factors have any influence on strategy selection. The theoretical part discusses the importance of language learning strategies, which can facilitate the internalization, storage, retrieval, or use of the new language, factors that affect their usage and selection (e.g. nature of the task, students' motivation, foreign language proficiency, teacher's expectations, students' learning styles, students' gender), as well as the process of vocabulary acquisition. The empirical part presents the results of the analysis of a survey conducted among students from two high schools in Serbia, a vocational school and a grammar school. The aim of the research is to determine how frequently students use vocabulary learning strategies and if there are any statistically significant differences in strategy use between students from the two schools which are the consequence of different subjects and learning objectives. The results show that the majority of vocabulary learning strategies have medium use among high school students (seven out of nine memory strategies, seven out of nine cognitive strategies and two out of four compensatory strategies) and that there are certain inter-group differences (whereas students from the medical high school use memory strategies more frequently, students from the grammar school report higher use of cognitive and compensatory strategies). The results indicate that there are important cross-curricular links which point to the transfer of learning strategies from content subjects to English language classes.

scholarly journals Vocabulary Learning Strategies Employed by Gamers In The “Simulation Video Game”

2018 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Moh. Hasbullah Isnaini ◽  
Resda Cintami Laksana
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Video Game ◽  
Vocabulary Learning ◽  
Cognitive Strategy ◽  
Survey Study ◽  
Vocabulary Strategies ◽  
Vocabulary Learning Strategies ◽  
The Social ◽  
The Mean

<p class="abstract"><span lang="EN-AU">This study aims at investigating the phenomena of vocabulary strategies used by gamers of the Harvest Moon game. A survey study was conducted to see the most and the least frequent strategies used by the gamers while playing the game. To gain the data, the researcher distributed a questionnare which is adapted from the Schmitt’s taxonomy of VLS namely determination, social (discovery), social (consolidation), cognitive, memory, and metacognitive strategies. The result of the present study shows that the most frequent strategy used is cognitive strategy, the mean is 2.28 which indicates that most of the gamers use this strategy to improve their vocabulary learning. Meanwhile, the least strategy used is the social startegy since the mean score is 1.07 which suggests that the gamers do not really seek help from friends when they have problems with vocabulary. Taking the result of the study into the learning of vocabulary, it is suggested that teachers provide language learners with the cognitive strategy to accomodate their vocabulary learning, so that they can enhance their vocabulary.</span></p>

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.

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