scholarly journals The Most and Least Frequent Vocabulary Learning Strategies of High School English Language Learners

2014 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Jean Kaya ◽  
Krassimira Charkova
Keyword(s):  
High School ◽  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
High School English ◽  
Vocabulary Learning Strategies

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 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.

Effects of Peer-assisted Multimedia Vocabulary Instruction for High School English Language Learners

2020 ◽  
Vol 37 (1) ◽  
pp. 82-100
Author(s):  
Sara L. Jozwik ◽  
Shaqwana Freeman-Green ◽  
Tara L. Kaczorowski ◽  
Karen H. Douglas
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Instruction ◽  
High School English

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 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.

The Relationship Between Personality Traits and Vocabulary Learning Strategies

2021 ◽  
pp. 98-108
Author(s):  
Zeinab Jalili Kelangestani
Keyword(s):  
English Language Learners ◽  
Personality Traits ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Personality Types ◽  
Efl Learners ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
The Relationship

This study examined the possible relationship between Iranian female intermediate EFL learners' personality traits and their vocabulary learning strategies. The participants in this study comprised of 90 female intermediate English language learners. To ensure the homogeneity of the group, all the participants were made to appear in the Oxford Solution Placement Test. Vocabulary Learning Strategies and Eysenck Personality questionnaires were administered to the participants. The results showed that there was no statistically significant relationship between Iranian intermediate EFL learners' personality type and their use of vocabulary learning strategies. However, it appeared that introverts tended to have higher use of memory, cognitive, and metacognitive strategies while extroverts were found to achieve higher mean scores on determination and social strategies. The highest degree of the relationship was found between social strategy and personality types. In contrast, lowest correlation was found between metacognitive strategy and personality types.

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