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 The vocabulary learning strategy use of Iranian elementary EFL learners

2021 ◽  
Vol 11 (4) ◽  
pp. 147-160
Author(s):  
Ghasem Tayyebi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Placement Test ◽  
Efl Learners ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Learning English

In order to learn vocabulary efficiently, the utilisation of learning strategies is very important and surely it depends on learners’ attempts. The current study aimed at examining the strategies that Iranian elementary English as a foreign language (EFL) learners adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning strategies (VLSs) questionnaire was administered. The findings of the current study indicated that Iranian elementary EFL students were medium VLS users. The social strategy was found as the most frequently used category of strategies, followed by memory, determination, cognitive and metacognitive strategy.   Keywords: Language, learning strategies, vocabulary, Iranian, elementary.

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 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 Vocabulary Learning Strategies and their Relation to Vocabulary Size in Saudi Female Undergraduate EFL Learners

2020 ◽  
Vol 3 (6) ◽  
pp. 218-223
Author(s):  
Ghada Alahmad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Female Undergraduate ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies

It is generally agreed in the field of Foreign Language Learning (FLL) that Vocabulary Learning Strategies (VLSs) are a subcategory of the more general Language Learning Strategies (LLSs). Research into LLSs began based on the belief that language aptitude was not the only determinant factor of language achievement, and that the learners’ own learning effort and the way they approach language learning also played a major role. The purpose of this study is to investigate VLS use of Saudi female undergraduate EFL learners in each stage of the Vocabulary Learning Process (VLP) and its relation to their vocabulary size. The study population consisted of female students enrolled in the final year of the undergraduate English language program in an English department in a Saudi university. Forty-one students participated in this study, and two data collection instruments were used. The first instrument was a frequency of use questionnaire designed based on the learning process-oriented taxonomy of VLSs. The second was a Vocabulary Size Test. The analyses show that the participants used 17 strategies with a high frequency in all the stages of the VLP except for Stages Four and Six. The analyses also show that the most frequently used strategies were mainly cognitive strategies (nine strategies) and metacognitive strategies (five strategies). In terms of the relationship between the use of VLSs and vocabulary size, two strategies were found to be positively correlated with the participants’ vocabulary size. Interestingly, other strategies that are known to be effective in vocabulary learning were found to have a negative correlation with the participants’ vocabulary size.

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.

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.

Effectiveness of strategy instruction for vocabulary learning: a narrative review

2016 ◽  
Vol 5 (2) ◽  
pp. 47 ◽  
Author(s):  
Husain Abdulhay
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Instruction ◽  
Language Education ◽  
Language Teachers ◽  
Strategy Training ◽  
Vocabulary Learning Strategies

Nowadays, it is strongly irrefutable that vocabulary skills founds the stepping-stone to  language learning and should be at the epicenter of language education, in re to the fact that much cannot be implied without grammar; nothing can be imparted without vocabulary. Understanding the key notions of how vocabulary is acquired can help language teachers be able to dispense more realistic and effective vocabulary teaching. With this thought in mind, it is crucial to acquaint students with vocabulary learning strategies (VLS) so that they can do this more effectively. With the expansion of research on vocabulary learning strategy instruction, the question to be posed is whether training on strategies will culminate in improvement in language learners or not. Thus, based on the significance ascribed to teaching vocabulary learning strategies in the process of language learning, the present paper seeks to cull evidences and scour the effectiveness of teaching vocabulary learning strategies.  Keywords: Vocabulary, vocabulary learning, strategy training for vocabulary learning.

scholarly journals Vocabulary Learning Strategies of Saudi English Major Students: Strategy Use and Gender

2018 ◽  
Vol 7 (3.25) ◽  
pp. 21
Author(s):  
Jamilah Al-Harbi ◽  
Engku Haliza Engku Ibrahim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
English Major

One of the major challenges that learners face during the process of foreign language learning is acquiring vocabulary. Thus, students need to employ various vocabulary learning strategies to acquire the vocabulary of a foreign language. The present study attempts to identify the vocabulary learning strategies employed by Saudi English major students. This study also aims to examine if there are differences between male and female students in the pattern and frequency of strategy use. Sixty-five first-year English major students of Majmaah University participated in the study. Their vocabulary learning strategies were measured using the Vocabulary Learning Strategy Survey. The results showed that students preferred cognitively less demanding strategies compared to the ones that required deeper cognitive processing. The most frequently used strategies were “I try to remember the word by repeating it for several times,” “I try to guess the meaning of the word from text/context” and “I learn new words when I interact with native speakers.” In general, social strategy is the most used strategy while memory strategy is the least used. The findings also showed that males preferred social strategy compared to females who preferred cognitive strategy and that two strategies (cognitive and memory strategies) showed significant differences between the two genders.  

scholarly journals A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals

2020 ◽  
Vol 7 (2) ◽  
pp. 01-10
Author(s):  
Farzad Sabeki ◽  
Rezvaneh Karimzadeh
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Descriptive Statistics ◽  
Vocabulary Learning Strategies ◽  
Wide Range ◽  
Significant Difference ◽  
Efl Students ◽  
The University ◽  
Sistan And Baluchestan

The present study is an attempt to explore English vocabulary learning strategies employed by Iranian EFL undergraduate Baluch-Persian bilingual and Persian monolingual students in the University of Sistan and Baluchestan. The study utilized a between-groups research design. The participants of this study were 33 bilingual (Baluch-Persian) and 34 monolingual (Persian) students with an intermediate level of English. Their age ranged from 19 to 24 and. In order to collect the data, adapted version of Schmitt’s (1997) Vocabulary Learning Strategy Questionnaire (VLSQ) with a five-point Likert scale was administrated. Data analysis included descriptive statistics and independent samples t-test. The results indicated that EFL students use a wide range of vocabulary learning strategies. Furthermore, the findings revealed that there was no statistically significant difference between bilinguals and monolinguals regarding English VLSs. Finally, the paper ends up with a number of pedagogical implications for English teachers.

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)

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