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

scholarly journals Vocabulary Learning Strategies Employed by Thai University Students across Four Academic Profiles

2019 ◽  
Vol 9 (8) ◽  
pp. 902
Author(s):  
Sichabhat Boonnoon
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Health Science ◽  
Academic Majors ◽  
Academic Reading ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Science Major ◽  
Post Hoc

The present study explored the use of vocabulary learning strategies (VLS) by undergraduate Thai EFL students doing an academic reading course at a comprehensive university in northeastern Thailand and examined if there was a significant difference between the students' use of VLS and their academic majors. A five-point Likert-scale questionnaire with 41 items adapted from Jones’s (2006) taxonomy of VLS which was categorized into 8 different strategies was administered to a group of 267 Thai undergraduate students purposively selected from across four academic majors–Business major (BM), Engineering major (EM), Agriculture major (AM), and Health science major (HM). The results revealed that the students were moderate users of VLS, with dictionary and note-taking strategies being reported as the most frequently used VLS and selective attention the least frequently used VLS. The results of One-way ANOVA showed that the students were significantly different (p<.05) in using five out of eight strategies. Post hoc comparisons using Scheffe test showed that health science students used VLS more frequently than the rest of academic majors.

scholarly journals Identifying Vocabulary Learning Strategies Used by Undergraduate Students in Different Proficiency Levels

2021 ◽  
Vol 14 (1) ◽  
pp. 8
Author(s):  
Nurmala Hendrawaty ◽  
Ayu Bandu Retnomurti
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Descriptive Statistics ◽  
Advanced Level ◽  
Proficiency Levels ◽  
Acquisition Strategies ◽  
Vocabulary Learning Strategies ◽  
Basic Level ◽  
Competency Level

The aim of this study is to discover diverse vocabulary learning strategies among undergraduate students in three different competence levels (basic, intermediate, and advanced) who are enrolled in the Vocabulary course at Universitas Indraprasta PGRI in semester III. In this study, determination, social, memory, cognitive, and metacognitive methods were used to learn the language. Schmitt's Vocabulary Learning Strategies Questionnaire was used to collect data (VLSQ). Thirty undergraduate students were chosen on the basis of their competence levels. The results of descriptive statistics revealed that most undergraduate students used a medium strategy. The basic level had a mean score of 2.91, the intermediate level of 3.10, and the advanced level of 3.44. It was evident that the more vocabulary acquisition strategies a student used, the greater his or her competency level became. When it came to the most and least frequently utilized strategies by undergraduate students, metacognitive and determination were the most commonly employed techniques across three levels. However, the least frequent strategies of each level were different. Cognitive was slightly used by basic undergraduate students. Memory was the least employed by intermediate undergraduate students, and social was the fewest strategies implemented by advanced undergraduate students. This study revealed that the development of vocabulary learning strategies could increase EFL undergraduate students’ proficiency levels significantly.

scholarly journals Investigating of Vocabulary Learning Strategies Used by Undergraduate Students

2018 ◽  
Vol 1 (1) ◽  
pp. 78-94
Author(s):  
Selpi binti Suhaedi ◽  
Nanning
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
High Achievers ◽  
Research Report ◽  
Social Strategies ◽  
Learning And Teaching ◽  
Vocabulary Learning Strategies

The present study aimed to investigate Vocabulary Learning Strategies (VLSs) used by undergraduate students (S1) of 6th semester and how they learned or acquired VLSs. In addition, the study compares the use of VLSs between low and high achievers of undergraduate students that consisted of 30 students. An explanatory sequential mixed research method was implemented in this study. The corroboration was used employing a questionnaire adapted from Schmitt’s taxonomy (Classification of VLSs) as the instruments. As for the qualitative approach, the writer conducted interviews to explore how the students acquired VLSs. The research report showed that the mean score indicated the uses of Determination strategies are most frequently used by both of achiever. Likewise, the least frequently used vocabulary learning strategy was Social strategies (Consolidation). There were no great differences found in using vocabulary learning strategies between the low and high achievers and they learn the most frequently used strategy in several situations such as, course, organization, English club, media, and etcetera. Effective vocabulary learning and teaching strategies need to be incorporated into students’ vocabulary learning process.

An Empirical Study on Vocabulary Learning Strategies by Jordanian FFL University Students

2018 ◽  
Vol 63 (2) ◽  
pp. 294-315
Author(s):  
Reem Ibrahim Rabadi ◽  
Batoul Al-Muhaissen
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategies ◽  
Vocabulary Learning Strategies ◽  
High Level ◽  
Individual Strategies

Abstract This study explores the use of Vocabulary Learning Strategies (VLSs) by Jordanian undergraduate students majoring French as a Foreign Language (FFL) at Jordanian universities. The vocabulary learning strategies (Memory, Determination, Social, Cognitive, and Metacognitive) were used in this study following Schmitt’s taxonomy. A five-point Likert-scale questionnaire containing 37 items adapted from Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) administered to 840 FFL undergraduates randomly selected from seven Jordanian universities. The descriptive analysis showed that the participants of the study regardless of their year of study were medium strategy users overall. The results revealed that Memory strategies were the most frequently employed strategies, whereas the Social strategies were the least frequently used ones. Although the participants were medium strategy users, the results of the VLSQ disclosed that some individual strategies were employed at a high level. Accordingly, detecting these strategies will be beneficial to language instructors to improve effective vocabulary teaching techniques and to motivate language learners to use them more frequently.

scholarly journals THE EMPLOYMENT OF LEARNING STRATEGIES IN LEARNING ENGINEERING TERMINOLOGY AMONG ENGINEERING UNDERGRADUATES

2019 ◽  
Vol 4 (1) ◽  
pp. 128-130
Author(s):  
Amri Muaz Azmimurad ◽  
Najah Osman
Keyword(s):  
Learning Strategies ◽  
Learning Theory ◽  
Mixed Method ◽  
Vocabulary Learning ◽  
Mixed Method Study ◽  
Word Meanings ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
Technical Vocabulary ◽  
Cognitive And Metacognitive Strategies

This research reports on a mixed method study with the aim to discover the employment of vocabulary learning strategies by students majoring in engineering course in learning technical vocabulary which is in this context, the engineering terminologies. This research adopted Explicit Vocabulary Learning Theory by Ellis (1994) which proposed that there are usage of learning strategies in the process of learning word meanings. Five vocabulary learning strategies taxonomies were employed in this study which were developed by Schmitt (1994) which are determination, social, memory, cognitive and metacognitive strategies. Each taxonomy has a few strategies that are developed specifically according to the type of strategies used. All five taxonomies of vocabulary learning strategies were compared to the students’ field of study, year of study and English proficiency level. Previous studies highlighted that there were differences found in the use of strategies among learners in comparison to their characteristics.

How and how much?

2019 ◽  
Vol 54 (2) ◽  
pp. 93-121
Author(s):  
Chiara Romagnoli ◽  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Vocabulary Size ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
Chinese Learners ◽  
The Relationship

Abstract Vocabulary plays a crucial role in foreign language learning, and vocabulary mastery proves to be challenging at different competence levels. Compared to other areas of research into Chinese as a foreign language, vocabulary acquisition and vocabulary teaching have rarely been investigated. The aim of this study is to investigate the relationship between vocabulary learning strategies and vocabulary size and to verify whether vocabulary size is positively correlated to proficiency level. A total of 95 Italian undergraduate Chinese learners, from elementary to intermediate levels, participated in this study. The participants were first given a vocabulary learning questionnaire and then a vocabulary size test. Statistical and qualitative analyses of the data revealed two trends: a poor variety of vocabulary learning strategies and a positive correlation between vocabulary size and proficiency level.

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.

scholarly journals Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners

2016 ◽  
Vol 9 (6) ◽  
pp. 242
Author(s):  
Mahsa Sistani ◽  
Mahmood Hashemian
Keyword(s):  
Multiple Intelligences ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Pearson Correlation ◽  
Social Strategies ◽  
Visual Spatial ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
L2 Learners ◽  
Visual Learners

<p>This study, first, examined whether there was any relationship between Iranian L2 learners’ vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners’ VLSs. To these ends, 40 L2 learners from Isfahan University of Technology in Isfahan participated in the study, and the following instruments were utilized to collect the data: the Oxford Placement Test (OPT) to gauge participants’ proficiency level, the Multiple Intelligences Questionnaire (Mckenzie, 1999), and a vocabulary learning questionnaire based on the framework adopted from Schmitt’s (1990). The strategies were divided into five categories: determination, memory, social, metacognitive, and cognitive. To analyze the data, Pearson correlation was applied to find out the relationship between the participants’ intelligence categories and their preferred VLSs. Then, multiple regression analysis was run to indicate the significance of the specific VLSs in the participants’ intelligences. Results revealed that there was a strong positive relationship between participants’ intrapersonal intelligence and their tendency toward the cognitive and metacognitive strategies. Moreover, as participants’ scores in their interpersonal intelligence test increased, they inclined toward the social strategies more. A potential positive and significant relationship between visual/spatial intelligence and memory strategies and also linguistic intelligence and determination strategies was also found out. Overall results revealed that the participants made a significant difference regarding their decisions for particular VLSs, as intrapersonal, interpersonal, linguistic, and visual learners predicted more specific and significant VLSs in comparison with other types of intelligences.</p>

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.

Sign in / Sign up

Export Citation Format

Share Document