Vocabulary Learning Strategy Use by Iranian EFL Learners across Proficiency Levels

2016 ◽  
Vol 8 (1) ◽  
pp. 67
Author(s):  
Mohammad Davoudi ◽  
Milad Chavosh
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Advanced Learners ◽  
Intermediate Language ◽  
Advanced Students ◽  
Vocabulary Learning Strategies

<p>Given the importance of vocabulary as well as vocabulary learning strategies in the context of ELT, the present study sought to investigate the vocabulary learning strategies employed by Iranian intermediate and advanced learners. Several English language institutes in Yazd cooperated with the researchers by providing them with a list of intermediate to advanced learners. After arrangement with institutes’ administrators and getting students’ consent to participate in the study, students took a TOEFL and based on the obtained scores, 55 learners were chosen as intermediate and 50 as advanced students. Participants with TOEFL score range of 481-506 were classified as intermediate and those with TOEFL range of 507-600 were classified as advanced students (Phillips, 1991). Next, students completed VOLSI by choosing one of the options (1) never, (2) seldom, (3) sometimes, (4) often, and (5) always. The results of statistical analyses revealed that both advanced and intermediate language learners used mental linkages, memory strategies and auditory strategies as the most frequent vocabulary learning strategies respectively. On the other hand, both advanced and intermediate language learners used strategies for self-motivation, strategies involving authentic language, and strategies involving creative activities as the least frequent. It was also found that advanced and intermediate language learners were significantly different from each other in all categories of vocabulary learning strategies except strategies involving creative activities. Moreover, Iranian language learners with different levels of language proficiency used vocabulary learning strategies with varying frequency of use. </p>

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 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 Do Cultural Intelligence and Language Learning Strategies Influence Students’ English Language Proficiency?

2018 ◽  
Vol 9 (3) ◽  
pp. 655
Author(s):  
Noor Rachmawaty ◽  
M. Basri Wello ◽  
Mansur Akil ◽  
Syarifuddin Dollah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Cultural Intelligence ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Relationship Of

Cultural Intelligence (CQ) is believed as an additional type to the existing forms of intelligence (IQ, EQ). It also explains why some individuals are more effective than others in culturally diverse situations. Studies have documented how successful language learners seem to use wider variety of language learning strategies than unsuccessful learners. Having these two important aspects in relation to the successfulness of acquiring foreign language thus this study is intended to explore the relationship of Cultural Intelligence, Language Learning Strategy and English Language proficiency. The study involved 87 second-year students of English Department, Mulawarman University. Data were gathered using The Cultural Intelligence Scale (CQS), The Strategy Inventory for Language Learning (SILL) and TOEFL. Descriptive and inferential statistics using SPSS 20 were used in the process of data analysis. The result reveals that CQ level of the students is medium (M=51.984) with metacognitive and motivational as dominant factors for both male and female students. The data shows that there is a significant relationship between CQ and LLS (F= 13.082, p= 0.001). This result confirms the previous studies that culture influences the frequency and type of LLS use. As for strategy categories, metacognitive is the most frequently used strategy (M=3.704) and affective is the least frequently used (M=3.080). The students’ proficiency level is ranging from elementary (25.29%) to advanced (8.05%). The dominant level is low intermediate. The data recorded that there is no correlation among cultural intelligence, language learning strategies and English language proficiency (F=1.208, p= 0.304).

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 (VLSs) Employed by Learners of English as a Foreign Language (EFL)

2019 ◽  
Vol 12 (5) ◽  
pp. 177
Author(s):  
Prashneel Ravisan Goundar
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
Future Research ◽  
Discussion Section ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies

Learning a new language entails various challenges, one of these is grasping the vocabulary of the language. A significant way to tackle the problem is to motivate students to become independent learners during the progression of second language (L2) vocabulary learning. Thus, this study intended to explore the use of different vocabulary learning strategies among adult English as foreign language learners and investigated the various vocabulary learning strategies and found the benefits and drawbacks associated with each strategy. It was able to select the most frequently and least frequently used VLSs by learners who have completed the language program and those who are continuing the course. Further, it found effective strategies that could be used in teaching vocabulary to students. The research used a quantitative method approach with 53 participants who were EFL learners took part in the questionnaire survey. The results of the present study reveal the common strategies that foreign language learners use in vocabulary learning. The VLSs from this study will not only benefit students of the English language but can easily to be used by learners of other second languages globally. Finally, the paper discusses different strategies at length, gives valuable recommendations in the discussion section and concludes with implications for future research.

scholarly journals The Effect of Strategy Training on Vocabulary Learning of EFL University Students

2020 ◽  
Vol 2 (3) ◽  
pp. 284-295
Author(s):  
Salma Seffar
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Learning Ability ◽  
Control Group ◽  
Vocabulary Learning Strategies ◽  
Language Courses ◽  
Experimental Group

This study investigated the effect of training in five vocabulary learning strategies (VLS) on the vocabulary learning of EFL university students. The five vocabulary learning strategies were ‘Dictionary Work’, ‘Word Cards’, ‘Semantic Mapping’, ‘Word Parts’, and ‘Guessing from Context’. Forty-eight first year university students, in both the control group (24 students receiving English language courses) and the experimental group (24 students receiving English language courses besides VLS training) belonging to similar proficiency and vocabulary size levels, participated in the study. Data were collected utilizing two research instruments namely a vocabulary learning strategy questionnaire, pre-and post-tests of vocabulary learning ability. The vocabulary learning strategy questionnaire was used to elicit what types of vocabulary learning strategies the subjects employed while they learned and memorized the vocabulary taught independently outside and inside the class. The pre-test was employed to determine pre-existing knowledge of the participants. The posttest was administered to identify the impact of vocabulary learning strategy instruction on the students’ vocabulary knowledge. Descriptive statistics and t-test showed that after introducing vocabulary learning strategies training (VLST) in class, subjects from the experimental group used more VLS and significantly outperformed subjects of the control group in their ability to learn new words.

scholarly journals Student's Strategy In Learning Vocabulary at English Department of STKIP PGRI

2019 ◽  
Vol 6 (1) ◽  
pp. 35
Author(s):  
Nanik Sulastri
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Research Result ◽  
Language Education ◽  
Sampling Technique ◽  
Vocabulary Learning Strategies

This research was conducted to: (1) To examine the vocabulary learning strategies (2) To find out  the most and the least vocabulary learning strategies that used by the (3) To analyze the factors affect the students in choosing the vocabulary learning strategy of English Language Education Program at STKIP PGRI Sumbar. The research applied a descriptive research; the population of this research   was   the   eighth-semester   students   in   academic   year 2017/2018. The samples of this research were 49 students chosen by using total sampling technique. The data were analyzed by using descriptive analysis and used Power score and estimate stage for Academic vocabulary. The research result showed that (1) the students’ vocabulary proficiency; it was classified as late gradation. It can be said that most of the students are in late gradation in percentage 60.71% and only less students who get early gradation. (2) the most learning strategy mostly used by the students was Consolidation learning strategies in learning vocabulary on percentage 40,81% students . (3) Some factors affect the choosing of vocabulary language learning strategies were found. It was found that the late gradation students chose Memory learning strategies as their strategy in learning vocabulary because of believe, motivation and learning experience. It can be concluded that the students’ learning strategy affected their proficiency in vocabulary.

scholarly journals The Effectiveness of PAVE Strategy on Developing University Students’ Vocabulary and Self-Efficacy

2017 ◽  
Vol 5 (3) ◽  
pp. 443
Author(s):  
Ethar A. Altwaijri
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
Self Efficacy ◽  
English Language ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Vocabulary Test ◽  
Vocabulary Learning Strategies ◽  
Before And After ◽  
Study Participants

<p><em>The present study aimed at investigating the effectiveness of the “PAVE” vocabulary learning strategy on developing a group of students’ vocabulary and self-efficacy while studying English as a foreign language at the College of Languages and Translation, at Al-Imam Muhammad Ibn Saud Islamic University. The research sample consisted of sixteen Saudi female English language learners. A pre/post vocabulary test and a self-efficacy scale were administered to the study participants before and after the treatment. The participants were introduced to one of the vocabulary learning Strategies “PAVE strategy”, which has been used. The results provided support for the hypotheses of the study and showed that the students performed significantly better on the post administration of the vocabulary test as well as on the self-efficacy scale. Thus, it can be said that the PAVE vocabulary learning strategy had a large impact on developing students’ vocabulary and self-efficacy. The study recommended that the use of vocabulary learning strategies should be given enough attention to develop students’ vocabulary and self-efficacy.</em></p>

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