scholarly journals A Study on Vocabulary Learning Strategies Used by Korean EFL University Students

2015 ◽  
Vol 31 (2) ◽  
pp. 247-273 ◽  
Author(s):  
Nam Hee Kim ◽  
Mie Ae Jung
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Learning Strategies

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 Vocabulary Learning Strategies, Vocabulary Skills, and Integrative Motivation Levels among University Students

2019 ◽  
Vol 8 (5C) ◽  
pp. 323-334
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Language Teachers ◽  
Essential Factor ◽  
Learning Situation ◽  
Language Competence ◽  
Vocabulary Skills ◽  
Vocabulary Learning Strategies ◽  
Integrative Motivation

The Basic elements that contribute to the English proficiency are motivation and vocabulary learning strategies. Yet these two elements are generally acknowledged among language teachers and learners as an essential factor in language competence, but paid less attention in the learning process practicality. This research aimed to examine vocabulary learning strategies, integrative motivation, and vocabulary skills among university students in Batam, Indonesia. Vocabulary learning strategies and integrative motivation were independent variables, while vocabulary skills were the dependent variable. This research used quantitative approach. Two questionnaires were used to measure vocabulary learning strategies and integrative motivation, while a test was conducted to measure the level of vocabulary skills. The questionnaire and test were adapted and modified from previous studies. The validity of the data in this research has been verified by language experts and the reliability by pilot test. There were 314 samples. The research revealed the finding on the vocabulary learning strategies through integrativeness and attitudes to learning situation toward vocabulary skills. The research proposes a new model of vocabulary learning strategies through integrativeness and attitudes to learning situation toward vocabulary skills. The students with the higher strategies to expand the knowledge of new vocabulary items can ideally have higher level of integrativeness and attitudes to learning situation to achieve higher vocabulary skills. Overall as a conclusion, to master the vocabulary, leaners should focus on vocabulary learning strategies as well as integrative motivation.

scholarly journals The challenges of using TED Talks as authentic resources of academic listening for EFL university students

2020 ◽  
Vol 9 (3) ◽  
pp. 589-598
Author(s):  
Gusti Astika ◽  
Ardiyarso Kurniawan
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
Listening Skills ◽  
Academic Context ◽  
Fast Speed ◽  
Vocabulary Learning Strategies ◽  
Efl Students ◽  
Ted Talks

Developing listening skills in an academic context is essential as it requires students to acquire a sufficient number of vocabulary, which will enable them to comprehend the information provided in a text. This paper explores the challenges faced by twenty-seven EFL students in an Academic Listening course using a task-based language teaching framework (Nunan, 2004; Willis, 1996; Willis Willis, 2011). The data were collected from the students’ listening journals containing accounts of their experiences during the course. The data from the journals were analyzed qualitatively to identify the themes that emerged. The results of the analysis reveal various challenges encountered by the students: unfamiliar accents, fast speed of speech, and new vocabulary. The paper ends with a recommendation to investigate vocabulary learning strategies of spoken texts.

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