scholarly journals Impact of Vocabulary Learning Strategies on Gender Based ESL Learners in Pakistan

2020 ◽  
Vol 2 (3) ◽  
pp. 135-141
Author(s):  
Muhammad Safdar Bhatti ◽  
Rafia Mukhtar
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Sentence Structure ◽  
Association Learning ◽  
Vocabulary Learning Strategies ◽  
Study Results ◽  
Esl Learners ◽  
The Impact ◽  
Group Association

The wide spectrum of English language compels readers to find out the exact crux of the language itself. English has won the status of international language. It has become a dire need of this age. The English language is comparatively difficult due to its pronunciation, sentence structure and vocabulary level from local languages in Pakistan. Vocabulary is the utmost aspect of learning a second language. It is the essence and soul of language. The language process depends on learning vocabulary. So the current paper investigates the impact of vocabulary learning strategies for the ESL learners in Pakistan. It was an experimental type of research. One hundred students of Grade-9 in the academic year 2019-20 participated in this study. The data was collected through test and questionnaire. The study results revealed that the students who were taught by the ESL learning techniques (semantic mapping, imaging and pics, visual and auditory, group association and word contact) performed better as compared with the students in the traditional vocabulary learning method. Female students performed better in the experimental group. ESL male learners used group association learning technique at priority, and ESL female learners used visual and auditory learning at their priority. The researchers recommend that English language teachers should use vocabulary learning strategies for teaching English to ESL learners.

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2020 ◽  
Author(s):  
Yongqi Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

© 2018, Adam Mickiewicz University Press. All rights reserved. This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2020 ◽  
Author(s):  
PY Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

© 2018, Adam Mickiewicz University Press. All rights reserved. This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

scholarly journals A descriptive study on ESL learners’ vocabulary knowledge through cognitive and metacognitive strategies

2020 ◽  
Vol 3 (2) ◽  
pp. 142
Author(s):  
Aravind B R ◽  
Rajasekaran V
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Vocabulary Learning Strategies ◽  
Esl Learners ◽  
Cognitive And Metacognitive Strategies

The present research was carried out to study the cognitive and metacognitive vocabulary learning strategies of 36 ESL learners’. Schmitt’s Vocabulary Learning Strategies questionnaire was used to conduct the study. The study revealed the subsequent array of cognitive and metacognitive strategies employed by ESL learners. Additionally, semi-structured interviews were also conducted with 10 ESL learners’ who completed the questionnaire to get more reliable information about learners’ strategies with vocabulary learning. The findings indicated that ‘Using English Language Media’, ‘Verbal repetition’, ‘Take notes in class’ were the most popular strategies, whereas ‘Skip or pass new word’ and ‘Put English labels on physical objects’ were least used. The results of this paper provide many implications for English language teaching. Detailed explanations of the participants’ cognitive and metacognitive strategies were given in the discussion.

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2018 ◽  
Vol 8 (2) ◽  
pp. 325-350 ◽  
Author(s):  
Peter Yongqi Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2020 ◽  
Author(s):  
Yongqi Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

© 2018, Adam Mickiewicz University Press. All rights reserved. This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

scholarly journals DIAGNOSING ESL LEARNERS’ VOCABULARY KNOWLEDGE THROUGH MEMORY STRATEGIES

2019 ◽  
Vol 7 (5) ◽  
pp. 41-47 ◽  
Author(s):  
Aravind B R ◽  
Dr. Rajasekaran V
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Instructional Materials ◽  
Pictorial Representation ◽  
Structured Interviews ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

Purpose of the study: The present study diagnoses the vocabulary knowledge employed by ESL learners’ through memory strategies. Schmiit’s (1990) Taxonomy of Vocabulary Learning Strategies (VLS) questionnaire was adopted and administered to 93 ESL learners. In order to get authenticities about the ESL learners’ memory strategies with vocabulary learning, semi-structured interviews were also conducted with 30 participants who completed the questionnaire. The result exposed the subsequent array of memory strategies used by ESL learners from the most frequent to the least frequent strategies, particularly findings revealed that ‘Use new word in sentences’, ‘Study word with a pictorial representation of its Meaning’, ‘Connect word to a personal experience’ are most popular whereas ‘Use scales for gradable adjectives’, ‘Relating word to unrelated items (Peg method)’ were least used memory strategies. Methodology: Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) (1997) was favored to diagnose the vocabulary knowledge through memory strategies of 93 ESL learners. Initially the responses were collected through Google Forms. Additionally, 30 ESL learners were randomly selected for interviews in accordance to reassure participants’ comprehension of the subject matters. Main Findings: The study finds effective result among 93 ESL learners in acquiring vocabulary knowledge while using memory strategies with the assistance of technological modalities. It also listed the most frequent and least frequent use of memory strategies in Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) (1997). Applications of this study: The present study is conducted in English Language Laboratory, where ESL learners’ can be benefitted and the learners can use these memory strategies while learning a new vocabulary when encountering a word. Novelty/Originality of this study: The existing technological modalities will assist the learners to correlate more effectively. Subject and language experts in the field can design the instructional materials and tools to assist ESL learners to improve vocabulary knowledge through memory strategies.

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: 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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