scholarly journals The Comparison of Vocabulary Learning Strategies among High School Students in Three Southern Border Provinces of Thailand and Malaysia

2016 ◽  
Vol 2 (1) ◽  
pp. 61-70
Author(s):  
Pratya Binmadnee
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Secondary Students ◽  
Reading Ability ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
School Students ◽  
English Reading ◽  
Vocabulary Learning Strategies ◽  
Southern Border

Objective: The purposes of this paper are to 1) To compare the vocabulary learning strategy in English reading of upper - secondary students who have the different reading ability in three southern border provinces of Thailand and Malaysia. 2) To know the vocabulary learning strategy in English reading of upper - secondary students who have the different reading ability in three southern border provinces of Thailand and Malaysia. Methodology: To analyze the data of the research, Analysis of Variance (ANOVA) and the Scheffe method was used to compare the pair of difference of the vocabulary strategy questionnaire which was administered to 197 high school students. Results: The findings reveal that there were relations between the level of reading ability and the country toward the usage of the vocabulary learning strategy. And both students from three southern border provinces of Thailand and Malaysia who were different in reading ability possessed the different vocabulary learning strategy. Implication: This research encourages English learners in three southernmost areas of Thailand to realize the importance English usages, especially in understanding of the vocabulary learning strategies to comprehend the various English texts. The efficient key to be successful in reading skill is teaching them to know more vocabulary because knowing the limited vocabulary gives the direct effects to the English efficiency. This study can be considered as the key of Thai students in the areas are able to learn the vocabulary learning strategies to enhance themselves for being the qualified member of ASEAN.

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 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.

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 Effect of Schema Based Instructions on Senior High School Students’ Vocabulary Learning Strategies

2016 ◽  
Vol 4 (5) ◽  
pp. 125-129
Author(s):  
Lin Cui
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Current Knowledge ◽  
Vocabulary Learning ◽  
Background Knowledge ◽  
Schema Theory ◽  
Basic Element ◽  
Positive Influence ◽  
School Students ◽  
Vocabulary Learning Strategies

Vocabulary is the basic element in language and the containment of form, semantic and phonetic.However, most teachers and students neglect the importance of vocabulary learning. Many students only acquire a small amount of v ocabulary and can not apply those words flexibly in writing or speaking. In view of this, teachers should help students to have a good command of vocabulary learning strategies. Schema theory originated from Kant's observation. Based on psychological model of a learner’s background knowledge, schema theory is used by the psychologists to explain the understanding process. It guides the students to motivate their background knowledge in the mind and ultimately to understand the current knowledge, constructed in the vocabulary teaching. Schema theory based instructions have positive influence on students' vocabulary learning strategies.

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.

scholarly journals A Research on the Influence of Scaffolding Teaching on Junior High School Students’ English Reading Ability

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
YANG Dan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Reading Ability ◽  
Junior High ◽  
Teaching Experiment ◽  
Junior High School Students ◽  
School Students ◽  
English Reading ◽  
Reading Interest

This research tries to apply the scaffolding teaching mode in English reading teaching, with the purpose of enhancing students’ interest in reading and improving their reading levels. This study explores whether scaffolding teaching can enhance students’ reading interest and thus improve junior high school students’ English reading ability. After a 3-month-long teaching experiment, through the comparison and analysis of questionnaires and English reading scores, it is found out that scaffolding teaching is beneficial to enhance students’ reading interest and improve students’ reading level.

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>

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