scholarly journals The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

2017 ◽  
Vol 8 (3) ◽  
pp. 113 ◽  
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
AbdulRahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Female Students ◽  
Control Group ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Experimental Group

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary. 

scholarly journals Exploring the Effects of Self-efficacy on Vocabulary Learning strategies

2012 ◽  
pp. 423-437 ◽  
Author(s):  
Atsushi Mizumoto
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Language Learning Strategies ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
Low Efficiency

This study examined the effects of self-efficacy on language learning strategies by focusing on vocabulary learning strategies (VLSs). A group of 281 EFL learners from two universities participated in the study. They completed the Vocabulary Size Test (Nation & Beglar, 2007), questionnaires on self-efficacy, and an open-ended question about their use of VLSs. The learners were divided into three groups based on their responses to the self-efficacy questionnaire. The effect of self-efficacy was then examined by utilizing text mining. The results show that the effects of self-efficacy were observed in the participants’ open-ended responses. It also became clear that those with high self-efficacy were active users of VLSs, they employed deep strategies, and they were metacognitively superior to participants with medium and low efficiency. Those with medium self-efficacy were also active users of VLSs, but they used shallow strategies compared with the high self-efficiency group. Those with low self-efficacy tended to be passive users of VLSs. The pedagogical implications of the current study are discussed mainly in terms of incorporating self-efficacy and self-regulation enhancing instructions into vocabulary teaching.

Vocabulary Learning Strategies of English for Specific Purposes Students at Agricultural University of Georgia

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tamar Tskhvitava
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
English For Specific Purposes ◽  
Language Learning Strategies ◽  
Teaching English ◽  
University Of Georgia ◽  
Vocabulary Learning Strategies ◽  
Teaching Learning

The importance of teaching ESP to students not majoring in English is discussed. The role of vocabulary learning inESP is emphasized. The article attempts to add an insight to Georgian experience of teaching English to studentsof Agriculture to the existing studies on the use of vocabulary learning strategies in ESP. The students shouldbecome aware of the importance of language learning strategies and get trained to use them appropriately. Thepurpose of this study was to investigate the attitude of students towards vocabulary learning methods offered bythe textbook and the teacher, as well as the awareness of and the preferred vocabulary teaching /learning strategiesamong Agriculture University students while they were taking an English for Specific Purpose (ESP) course.Respondents comprised 107 students at Agriculture University of Georgia students. An ESP vocabulary learningquestionnaire was administered to the randomly selected students who enrolled in the English for Agriculture as arequirement. It revealed that students are not sufficiently satisfied with the existing state of teaching ESP vocabulary.A conclusion has been made that vocabulary learning strategies have to be purposefully taught, to improve theexisting situation.

scholarly journals Low achievers and vocabulary learning strategies

2019 ◽  
Vol 14 (2) ◽  
pp. 117-125
Author(s):  
Surina Nayan ◽  
Hariharan N Krishnasamy
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Low Achievers ◽  
Work Place ◽  
Motivation To Learn ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Explicit Teaching ◽  
Conceptual Paper

This is a conceptual paper on low achievers and vocabulary learning strategies. The paper focuses onwhat vocabulary is, its importance, types of vocabulary learning strategies, low achievers and theirvocabulary learning, the importance of explicit teaching of vocabulary learning strategies to lowachievers and also studies done on them. Low achievers need to be made aware of the existence of thesestrategies and employ them in their learning. This is because they have less motivation to learn Englishas they are weak in this subject. Learners should also be taught on these strategies explicitly so that theyare able to be autonomous in their learning. The knowledge on the strategies that they get will be helpfullater in the work place as they will encounter various types of vocabulary that are related to their job.The paper ends with the conclusion and recommendations on ways to help low achievers to enhance theirvocabulary knowledge. Keywords: language learning strategies, vocabulary learning strategies, low achievers, explicit vocabulary teaching

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

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