scholarly journals VOCABULARY LEARNING STRATEGIES EMPLOYED BY POSTGRADUATE STUDENTS OF MATARAM UNIVERSITY IN ACADEMIC YEAR 2014/2015

2020 ◽  
Vol 2 (2) ◽  
pp. 74
Author(s):  
Ida Nyoman Tri Darma Putra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Research Subjects ◽  
Postgraduate Students ◽  
Vocabulary Learning Strategies ◽  
Academic Year

Vocabulary is crucial to language learning in which lack vocabulary knowledge will make learner difficult to learn the language. Vocabulary knowledge is affected by the vocabulary learning strategies. The purpose of the present study was to identify the vocabulary learning strategies employed by postgraduate students and also try to explore the most and least vocabulary strategy used by Mataram university postgraduate students. The sample of this study was 40 postgraduate students of English department in FKIP Mataram University in academic year 2014/2015. Vocabulary learning strategies questionnaire was used in this study to identify students’ frequency of vocabulary learning strategies use. The result of the study showed that the research subjects used the vocabulary learning strategies in all five categories. The memory strategies (37.80) were the most frequently strategies by all subjects. Meanwhile determination strategies (mean=19.43) were determined as the second frequently used strategies followed by cognitive (mean=15.23), metacognitive (mean=13,26). The social strategies were determined as the least used strategies by all students with mean score of 11.00. In specific, looking at each item of category, the most vocabulary learning strategy used by postgraduate students was guessing from context (mean=3.33) which is part of determination category and the least vocabulary learning strategy used by postgraduate students was ask other people to discover the meaning of new vocabulary (mean=1.50)

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 A Meta-Analysis of Vocabulary Learning Strategies of EFL Learners

2017 ◽  
Vol 10 (5) ◽  
pp. 1
Author(s):  
Batoul Nematollahi ◽  
Fatemeh Behjat ◽  
Ali Asghar Kargar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Social Strategies ◽  
Lexical Knowledge ◽  
Vocabulary Learning Strategies ◽  
Successful Students

Vocabulary learning is one of the crucial matters in second language learning. There is a vast body of research in this field which has been done by famous researchers around the world, but still there is no specific solution for extending lexical knowledge in the best way. Therefore, we have conducted a meta-analysis on a body of 30 research projects to investigate the usefulness of different strategies of vocabulary learning. The results showed that the strategies which are used by students are as follows in order: determination, cognitive, memory, meta-cognitive, and social strategies. Besides, it seems that guessing from context and using the dictionary are among the strategies which are most favored by successful students. In addition, the relationship between context, treatment, and methodology by vocabulary learning strategy were studied. It was clear that learners of different contexts would prefer different strategies, and teachers used specific strategies according to their syllabus. For further research, it is suggested to select a larger body of studies. It is advised to make teachers aware of the importance of choosing an appropriate strategy of vocabulary learning for language learners to pave the way of improving lexical knowledge for them.

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 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 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 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.

scholarly journals Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context

2019 ◽  
Vol 9 (2) ◽  
pp. 313-348
Author(s):  
Richard LaBontee
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Self Report ◽  
Learning Context ◽  
Data Set ◽  
Vocabulary Learning Strategies ◽  
Report Data ◽  
Self Report Data

This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.

scholarly journals THE USE OF VOCABULARY LEARNING STRATEGIES AMONG ESL UNDERGRADUATES

2019 ◽  
Vol 2 (7) ◽  
pp. 66-79
Author(s):  
Siti Nursakina Baharudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Survey Design ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Wide Range

Students need to take control of their learning process by knowing when, where and how to use appropriate learning strategies for effective learning to take place. One of the language learning strategies learners need to take into consideration is vocabulary learning strategy (VLS) as vocabulary is one of the crucial elements that learners need to master in language learning. Vocabulary learning strategies if used effectively will help learners to master a wide range of vocabulary. This study aims to identify the types of VLS which are frequently used among ESL undergraduates according to learners’ gender. Forty ESL undergraduates from various disciplines at a local university were involved in this study and data were collected to achieve the main objective of the study. The survey design was employed, and data were analyzed quantitatively using descriptive analysis to measure the frequency and percentage to identify the most frequent use of VLS and whether it differs from the undergraduates’ gender. The findings of this study found that male undergraduates used VLS more than female undergraduates and memory and social strategy were the most frequently used by female undergraduates while male undergraduates used more of cognitive and metacognitive strategy. Therefore, the findings of the study are indeed beneficial for learners to know which VLS suits them and how they can acquire a vast amount of vocabulary during their second language learning process by applying those vocabulary strategies.

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 Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

2020 ◽  
Author(s):  
Mohanad Al-Omairi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
English For Academic Purposes ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Common Strategy

Vocabulary learning is an essential part of foreign or second language learning. This study aims at identifying the most and least common strategies that are used by Iraqi English as a foreign language (EFL) majors and English for academic purposes (EAP) learners. Also, determine the differences that are in EFL and EAP students’ vocabulary learning strategy (VLS) use as well as exploring EFL and EAP students’ views and difficulties. The study samples were 100 undergraduate learners (50 EAP learners and 50 EFL majors studying at Al-iraqia University, Iraq). There were two methods adopted; a validated Likert-scale questionnaire based on a developed version of Schmitt (1997) and further selected four of them for a follow-up semi-structured interview. The results of the survey indicated that EFL and EAP learners’ most common strategy was determination strategy, whereas, the least common strategy was metacognitive. The finding of the independent sample t-test of the five identified categories: metacognitive, determination, cognitive, memory as well as social, indicated that there was no significant difference between EFL and EAP learners’ in the frequency of the use of VLS. The results of the interview indicated that the majority of EFL and EAP learners’ valued the significance role of VLS.

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