scholarly journals Developing Learning Strategies Through a Multimodal Vocabulary Project

2020 ◽  
Vol 2019 (1) ◽  
pp. 375
Author(s):  
Steven Asquith
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Vocabulary Learning ◽  
Research Project ◽  
Vocabulary Learning Strategies ◽  
Students Attitudes ◽  
Spaced Repetition ◽  
English Students ◽  
Mixed Modality ◽  
Insight Into

In this research project the benefits to students of creating and using spaced-repetition vocabulary flashcards based upon different modalities—audio, visual, written, and mixed—are investigated. The study, conducted over two semesters with a class of Media English students, required students to learn the course vocabulary in stages using each modality individually before finally creating mixed-modality flashcards. At the end of the project students wrote journals to reflect on what they had learned from utilizing the different modalities to remember vocabulary and their experiences of using the technology. Subsequent analysis of these journals provides insight into not only students’ attitudes towards mobile learning and using online vocabulary flashcards but also how students can become more critical in developing vocabulary learning strategies tailored to their needs 当研究では、学生が、オーディオ、ビジュアル、文章、混合など様々なモダリティー（手法）に基づいて、間隔反復語彙フラッシュカード作成及びそれを利用した勉強方法の効果について調査する。2学期にわたり実施した当研究では、メディア英語クラスの学生は、混合モダリティフラッシュカードを作成する前に、それぞれのモダリティを利用して段階的にコース語彙を学習する必要があった。プロジェクトの最終段階において、学生はテクノロジーを利用した語彙学習経験を通し、様々なモダリティを利用して学んだことを振り返り、記事にまとめた。学生の記事に対するその後の分析は、学生のモバイル学習及びオンライン語彙フラッシュカードの利用に対する勉強姿勢だけでなく、彼らのニーズに合う語彙学習方法をより慎重に見極め開発できるようになる事を示唆している。

scholarly journals On vocabulary learning strategies among students of foreign languages

2020 ◽  
Vol 33 (4) ◽  
pp. 107-119
Author(s):  
Slađana Stanojević ◽  
Ana Petrović
Keyword(s):  
Learning Strategies ◽  
Teaching Practice ◽  
Vocabulary Learning ◽  
Foreign Languages ◽  
Social Strategies ◽  
Language Competence ◽  
Learning And Teaching ◽  
Vocabulary Learning Strategies ◽  
Complex Goal ◽  
Insight Into

Adequate and purposeful use of vocabulary is one of the primary goals of the process of learning and teaching a foreign language, given that the success in building language competence largely depends on it. Vocabulary learning strategies, as a diverse set of techniques focused on overcoming the various problems that arise when learning words, can help students to achieve this complex goal in the easiest and fastest way possible. While some strategies can be applied spontaneously, teaching practice and research (Oxford, 1990; Gu and Johnson, 1996; Schmitt, 1997; Fan, 2003; Šikmanović, 2013) indicate that students are often unaware of the breadth of the range of strategies at their disposal. The main goal of the research presented in this paper is to provide an insight into the attitudes of students of foreign languages towards the use of vocabulary learning strategies, as well as to examine the interrelationships between their attitudes and the perceived use of the strategies. The research was conducted by using a questionnaire on a sample of 47 respondents, and the results showed a significantly developed awareness of students about the usefulness of vocabulary learning strategies, which does not fully correspond to the recorded patterns of using the strategies. It was observed that students use social strategies the least, while they most often use determination and memorisation strategies, but they consider the cognitive and metacognitive types of strategies to be the most useful.

scholarly journals Investigating English Students` Vocabulary Learning Strategies at Raden Intan State Islamic University

2021 ◽  
Vol 14 (1) ◽  
pp. 167-186
Author(s):  
Iwan Kurniawan ◽  
Melinda Roza ◽  
Juhana Juhana
Keyword(s):  
Learning Strategies ◽  
English Education ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Learning Problems ◽  
Average Score ◽  
Vocabulary Learning Strategies ◽  
English Students

The purpose of this study was to determine the types of Vocabulary Learning Strategies (VLS), the most and least frequently used VLSs by female and male students, and the types of VLSs chosen to address vocabulary learning problems. This study employed a survey technique. The population for this study was drawn from Lampung State Islamic University's English Education Department, which consisted of three classes and had a total enrollment of approximately 75 students. Female students totaled 64, while male students totaled 11. The sample consisted of fourth-semester students. The instrument used in this study was a questionnaire that Gu and Johnson proposed in 1996. Interviews were also used as a tool. All English department students at Lampung State Islamic University used one of four vocabulary learning strategies. Among the four categories of Vocabulary Learning Strategies, students in the three classes favoured metacognitive strategies the most, as indicated by the mean score (2.90). On the other hand, the least frequently used strategy was memory/repetition, as indicated by the lowest mean score (2.22). Female students tended to use metacognitive strategies, as indicated by their highest mean score (2.87), while male students tended to use memories/repetition strategies, as indicated by their average score (2.2). Additionally, the most frequently used strategy by male students was metacognitive strategy with a mean score of (2.93), while the least frequently used strategy was activation with a mean score of (2.93). (2.31). To overcome the problem of vocabulary acquisition, the students used the strategies of consulting a dictionary first, followed by learning grammar and asking other people second. The final strategies used were word practise and internet surfing. 

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.

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).

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