scholarly journals International Students’ Vocabulary Learning Strategies at the English Language Intensive Course for Overseas Students’ Program

2020 ◽  
Vol 5 (2) ◽  
pp. 136
Author(s):  
Suci Fitriani ◽  
Febria Sri Artika
Keyword(s):  
International Students ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
College English ◽  
Overseas Students ◽  
Vocabulary Learning Strategies ◽  
Intensive Course

<p style="text-align: justify;">The purpose of this research is to investigate the Vocabulary Learning Strategies (VLS) employed by international students who are studying English as a second language at the English Language Intensive Course for Overseas Students Program (ELICOS) of the University of Canberra College English Language Centre (UCCELC) in Australia. A qualitative design was used to gather information from six international students from different countries including Indonesia, China, Philippine, and Japan by using interviews. The results from the interview were then analyzed and presented by using the qualitative research procedures including coding, grouping, argument construction, and drafting. The finding of this research revealed that students at the ELICOS program employ various VLS including cognitive, metacognitive, memory, and social strategies. Cognitive strategies are identified as the most popular strategies used by the students, followed by metacognitive and memory strategies respectively and social strategies are recognized as the least popular. These findings have important implications in improving the quality of language teaching and learning process and enriching the research repertoire in the field of VLS.</p><p> </p><p style="text-align: justify;"><em>Penelitian ini bertujuan untuk mengetahui strategi pembelajaran kosa kata yang digunakan oleh mahasiswa internasional yang sedang mempelajari bahasa Inggris sebagai bahasa kedua di English Language Intensive Course for Foreign Students Program (ELICOS) di University of Canberra College English Language Centre (UCCELC) di Australia.  Desain kualitatif digunakan untuk mengumpulkan informasi kepada enam siswa internasional dari berbagai negara termasuk Indonesia, Cina, Filipina, dan Jepang dengan menggunakan wawancara. Hasil wawancara kemudian dianalisis dan disajikan dengan menggunakan prosedur penelitian kualitatif meliputi pengkodean, pengelompokan, penyusunan argumen dan penyusunan. Temuan penelitian ini mengungkapkan bahwa siswa pada program ELICOS menerapkan berbagai strategi pembelajaran kosakata termasuk strategi kognitif, metakognitif, memori dan sosial. Strategi kognitif diidentifikasi sebagai strategi paling populer diikuti oleh strategi metakognitif dan memori masing-masing dan strategi sosial diakui sebagai yang paling tidak populer. Temuan ini memiliki implikasi penting dalam meningkatkan kualitas proses belajar mengajar bahasa dan memperkaya khasanah penelitian di bidang strategi pembelajaran kosa kata. </em></p>

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

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 Students’ Vocabulary Learning Strategies of Discovery and Consolidation in Malaysian Primary School English Language Classrooms

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Sharon Fung-Chien Kho ◽  
Joseph Ramanair ◽  
Ambigapathy Pandian
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
English Language ◽  
Social Cognitive ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Vocabulary Learning Strategies ◽  
Cognitive Memory

A good grasp of vocabulary enables language learners to articulate, comprehend and communicate ideas and concepts effectively. For learners whose first language is not English, mastering vocabulary knowledge in terms of the breadth and depth is challenging and needs to start at a young age through the use of various strategies. The lack of English language vocabulary knowledge would demotivate learners and even result in abandoning efforts to learn the language. Therefore, it is important that learners know and are able to use five strategies, which include determination, social, cognitive, memory, and metacognitive strategies to learn vocabulary. Determination and social strategies are in the discovery category, while social cognitive, memory, and metacognitive strategies are in the consolidation category. This study aims to determine the vocabulary learning strategies used by 132 Year Five primary school English language students in two urban National Type Chinese schools in Sarawak. It investigated the strategies these learners used, how frequently they used them, and their reasons for preferring particular strategies. Data were collected from two classrooms at each school through the use of questionnaire and individual interview. Questionnaire results were analysed descriptively in terms of mean scores and standard deviation while interview responses were coded, categorised and analysed using thematic analysis. The findings suggest that while the students employed moderate use of all the five strategies, cognitive strategies which involved mechanical approaches were the most used while social strategies were not used by all students.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
Vol 2 (2) ◽  
pp. 1-10
Author(s):  
Hamza Atifnigar Editor ◽  
Zia Ur Rahman Zaheer ◽  
Wahidullah Alokozay
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals The Use of Vocabulary Learning Strategies by Music and Dance Learners of the State University of Surabaya

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuri Lolita ◽  
Nur Fauzia
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
The State ◽  
Descriptive Statistics ◽  
State University ◽  
Social Strategies ◽  
Grade Levels ◽  
Vocabulary Learning Strategies ◽  
The Impact

This study was conducted to examine the use of vocabulary learning strategies (VLSs) by Music and Dance students as well as the impact of gender and grade levels on the use of learning strategies. A five Likert scale questionnaire, consisting of 36 items was classified under four strategy categories was administrated to 466 participants from the State University of Surabaya. There are male and female. The Statistical Package of Social Science (SPSS, version 20) was used to analyze the obtained data. The results of the descriptive statistics showed that The State university of Surabaya students were medium strategy users. The study also found that the cognitive strategies were the most popular strategies among the learners. Social strategies were found to be the least preferred strategies. The results of the t-test showed that in general, the scores of female learners regarding the use of VLSs were slightly higher than male learners. Moreover, Music learners were found to be more strategy users than Dance learners. The results of ANOVA revealed significant differences regarding the use of VLSs and grade levels. Keywords: Vocabulary learning strategies, Music/Dance learners

scholarly journals A study on vocabulary learning strategies employed by English major students at Ho Chi Minh City University Of Food Industry

2021 ◽  
Author(s):  
Trần Thị Như Quỳnh
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Food Industry ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Vocabulary Knowledge ◽  
Ho Chi Minh City ◽  
Social Strategies ◽  
Vocabulary Learning Strategies ◽  
English Major

Vocabulary is extremely important for language learners. They will face difficulties learning a foreign language if their vocabulary knowledge is insufficient. The goal of this study is to find out which vocabulary learning strategies were used the most by third-year English majors and whether gender influenced their choice of vocabulary learning strategies. The participants are sixty-one English major students from Ho Chi Minh City University of Food Industry, fifty-three of whom are female and eight of whom are male. The questionnaire is the testing tool, and it is divided into five categories: determination strategies, cognitive strategies, memory strategies, metacognitive strategies and social strategies. The findings indicate that participants favoured guessing the meaning from context and making a list of words and memorizing the most, while social tactics were the least common. Furthermore, gender has little impact on the preference of vocabulary learning techniques.

scholarly journals Saudi English Major Freshmen Students’ Vocabulary Learning Strategies: An Exploratory Study

2017 ◽  
Vol 7 (1) ◽  
pp. 141 ◽  
Author(s):  
Ibrahim R. Alqarni
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Social Strategies ◽  
King Saud University ◽  
First Semester ◽  
Memory Strategies ◽  
Freshmen Students ◽  
Vocabulary Learning Strategies

This study aims at exploring the vocabulary learning strategies (VLSs) employed by Saudi Freshmen students majoring in English as a foreign language (EFL). The participants are 81 Saudi male students in their first semester in the English Department and Translation in the College of Language and Translation at King Saud University. Data was collected using a questionnaire which was adapted from the study of Rabadi (2016) and was analyzed using the SPSS program. The overall results of this study show that participants use all of the different vocabulary learning strategies: Determination strategies, Memory strategies, Cognitive strategies, Metacognitive strategies, and Social strategies, with different degrees of frequency. By looking at the sub-categories of the strategies the results indicate that Metacognitive strategies (mean score: 1.98/4) are the most used and/or preferred strategies by all participants, followed by Social strategies (MS: 1.91), Determination strategies (MS: 1.62), Cognitive strategies (MS: 1.39) and Memory strategies (MS: 1.26) respectively. However, the overall mean score of (1.63) for the use of the strategies indicates that the participants of this study are low/poor users of vocabulary learning strategies in general. 

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 INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

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