scholarly journals Investigation of Vocabulary Learning Strategies to Identify Word Meanings for Saudi EFL Students in Reading Context

2020 ◽  
Author(s):  
Mohammed Abdulmalik Ali
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Test ◽  
Word Meanings ◽  
Unknown Word ◽  
Saudi Students ◽  
Vocabulary Learning Strategies ◽  
Reading Text ◽  
Unknown Words ◽  
Reading Context

This study attempted to answer the following research questions related to the various vocabulary discovery strategies which are used by Saudi undergraduate learners to find unknown word meanings, the most and the least vocabulary discovery strategies the learners used to discover unknown word meanings, the relationship between the type of Vocabulary Learning Strategies used and the scores the learners accomplished on the vocabulary test, and effectiveness of the learner control and the teacher control strategy in enhancing learners’ ability to discover meanings of unknown words. Answering these questions of the study are expected to help language instructors determine the most feasible vocabulary learning strategies to help their students improve their vocabulary and so their language competences. Through purposive sampling, a group of 50 male students participated in this descriptive and analytic type of study. A questionnaire and a vocabulary test were used to collect data. The findings of the study revealed that in understanding a reading text, EFL Saudi students tend to figure out the meanings of unknown words, mainly by guessing word-meanings through different sub-strategies. The least used was the social interaction strategy. It was also found that students’ scores on the vocabulary test significantly correlated (positively and negatively) with the type of strategy they used. This study concluded that it is vital for teachers and textbook writers to design more activities to train students on the use of effective vocabulary learning strategies, mainly guessing through socially linked contextual clues.

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.

scholarly journals Vocabulary Test for Vocabulary Learning in Middle School

2021 ◽  
Vol 5 (8) ◽  
pp. 66-72
Author(s):  
Qilin Yan
Keyword(s):  
Middle School ◽  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Basic Unit ◽  
Vocabulary Test ◽  
School Students ◽  
Vocabulary Learning Strategies

As one of the core aspects and basic unit in language, vocabulary plays a salient role in improving student’s language ability. Besides, vocabulary learning strategies play an obviously important part in the whole process of language learning. By examining the theories and approach to the vocabulary test, found by linguists locally and abroad, as well as vocabulary learning strategies, this research tries to systematically explicate several vocabulary tests in order to help English teachers design more creditable vocabulary tests to evaluate student’s vocabulary knowledge. At the same time, in hope that through this research, middle school students would be guided to use English vocabulary learning strategies more efficiently, thus enhancing their self-learning ability.

scholarly journals The Effectiveness of PAVE Strategy on Developing University Students’ Vocabulary and Self-Efficacy

2017 ◽  
Vol 5 (3) ◽  
pp. 443
Author(s):  
Ethar A. Altwaijri
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
Self Efficacy ◽  
English Language ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Vocabulary Test ◽  
Vocabulary Learning Strategies ◽  
Before And After ◽  
Study Participants

<p><em>The present study aimed at investigating the effectiveness of the “PAVE” vocabulary learning strategy on developing a group of students’ vocabulary and self-efficacy while studying English as a foreign language at the College of Languages and Translation, at Al-Imam Muhammad Ibn Saud Islamic University. The research sample consisted of sixteen Saudi female English language learners. A pre/post vocabulary test and a self-efficacy scale were administered to the study participants before and after the treatment. The participants were introduced to one of the vocabulary learning Strategies “PAVE strategy”, which has been used. The results provided support for the hypotheses of the study and showed that the students performed significantly better on the post administration of the vocabulary test as well as on the self-efficacy scale. Thus, it can be said that the PAVE vocabulary learning strategy had a large impact on developing students’ vocabulary and self-efficacy. The study recommended that the use of vocabulary learning strategies should be given enough attention to develop students’ vocabulary and self-efficacy.</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 An Overview of Preferred Vocabulary Learning Strategies by Learners

2016 ◽  
Vol 12 (10) ◽  
pp. 174
Author(s):  
Kanthimathi Letchumanan ◽  
Paramasivam Muthusam ◽  
Potchelvi Govindasamy ◽  
Atieh Farashaiyan
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Multiple Use ◽  
Vocabulary Learning Strategies

<p>This article aimed at examining the various vocabulary learning strategies used by learners to learn a word. Data from the study showed that learners do use certain vocabulary learning strategies and that strategy has become their preferred vocabulary learning strategies. The study also showed that learners use more than one strategy to learn a vocabulary. Thus, the study confirmed that multiple use of vocabulary learning strategies are preferred by learners especially the cognitive, determination and metacognitive strategies.</p>

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.

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