scholarly journals A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education

2019 ◽  
Author(s):  
Naeem Afzal
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Learning Problems ◽  
Future Research ◽  
Level Of Education ◽  
New Words ◽  
English Majors ◽  
University Level ◽  
The University

Proficiency in English language depends on the knowledge of its vocabulary possessed by the second and foreign language learners and even the native speakers. Though developing the vocabulary is vital, it poses several problems, especially, to non-native students of English. Students with a low vocabulary knowledge show weak academic performance in different courses related to the language skills, linguistics, literature, and translation at the university level of education. This study, in particular, aims to investigate the problems faced by English majors in learning the vocabulary at Prince Stattam bin Abdulaziz University (PSAU) in Saudi Arabia. It also puts forward some vocabulary-learning strategies to minimize the potential problems. The data consist of the responses of 100 student-participants (undergraduates) randomly picked up from five different levels (four, five, six, seven, and eight) of 4-Year BA English Program at PSAU. This quantitative study uses an online questionnaire, as an instrument, to collect the data. The results reveal that the English majors at PSAU face several problems in learning the vocabulary such as knowing the meanings of new words, pronouncing new words, using new words correctly, memorizing and spelling new vocabulary and so on. To its contribution, this study emphasizes the importance of learning the English vocabulary, draws students’ attention towards it, highlights the problems encountered by students, and raises their awareness of the vocabulary. Future research may explore teachers’ perspectives on students’ vocabulary-learning problems and instructional methods implemented to teach the vocabulary in English language classrooms.

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 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 OF SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
I. Gusti Astika
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
English Language ◽  
Vocabulary Learning ◽  
School Students ◽  
English Language Acquisition ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Ability Groups

Strategy for learning vocabulary has an important role in English language acquisition. This study describes the vocabulary learning strategies that the students used when they learned new words. It attempted to find out if vocabulary learning strategies differed across school levels, gender, and ability groups as indicated by their English grades. This study involved 706 students from 8 secondary schools. The data were collected using a questionnaire developed using a taxonomy consisting of cognitive, metacognitive, memory, and determination categories. The overall results indicate that the students appear to rely more on determination strategies. This reliance on determination strategies is consistent across gender, ability groups, and school levels.

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 Vocabulary Learning Strategies (VLSs) Employed by Learners of English as a Foreign Language (EFL)

2019 ◽  
Vol 12 (5) ◽  
pp. 177
Author(s):  
Prashneel Ravisan Goundar
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
Future Research ◽  
Discussion Section ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies

Learning a new language entails various challenges, one of these is grasping the vocabulary of the language. A significant way to tackle the problem is to motivate students to become independent learners during the progression of second language (L2) vocabulary learning. Thus, this study intended to explore the use of different vocabulary learning strategies among adult English as foreign language learners and investigated the various vocabulary learning strategies and found the benefits and drawbacks associated with each strategy. It was able to select the most frequently and least frequently used VLSs by learners who have completed the language program and those who are continuing the course. Further, it found effective strategies that could be used in teaching vocabulary to students. The research used a quantitative method approach with 53 participants who were EFL learners took part in the questionnaire survey. The results of the present study reveal the common strategies that foreign language learners use in vocabulary learning. The VLSs from this study will not only benefit students of the English language but can easily to be used by learners of other second languages globally. Finally, the paper discusses different strategies at length, gives valuable recommendations in the discussion section and concludes with implications for future research.

scholarly journals Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

2021 ◽  
pp. 281-294
Author(s):  
Muayad Abdulhalim Ahmad Shamsan ◽  
Jamal Kaid Mohammed Ali ◽  
Taha Ahmed Hezam
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Face To Face ◽  
Online Study ◽  
Vocabulary Learning Strategies ◽  
English Majors ◽  
Efl Students ◽  
Teaching Learning ◽  
The University

The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

scholarly journals Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

2021 ◽  
Author(s):  
Muayad Abdulhalim Shamsan ◽  
Jamal Kaid Mohammed Ali ◽  
Taha Ahmed Hezam
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Face To Face ◽  
Online Study ◽  
Vocabulary Learning Strategies ◽  
English Majors ◽  
Efl Students ◽  
Teaching Learning ◽  
The University

The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

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