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>

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 A descriptive study on ESL learners’ vocabulary knowledge through cognitive and metacognitive strategies

2020 ◽  
Vol 3 (2) ◽  
pp. 142
Author(s):  
Aravind B R ◽  
Rajasekaran V
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Vocabulary Learning Strategies ◽  
Esl Learners ◽  
Cognitive And Metacognitive Strategies

The present research was carried out to study the cognitive and metacognitive vocabulary learning strategies of 36 ESL learners’. Schmitt’s Vocabulary Learning Strategies questionnaire was used to conduct the study. The study revealed the subsequent array of cognitive and metacognitive strategies employed by ESL learners. Additionally, semi-structured interviews were also conducted with 10 ESL learners’ who completed the questionnaire to get more reliable information about learners’ strategies with vocabulary learning. The findings indicated that ‘Using English Language Media’, ‘Verbal repetition’, ‘Take notes in class’ were the most popular strategies, whereas ‘Skip or pass new word’ and ‘Put English labels on physical objects’ were least used. The results of this paper provide many implications for English language teaching. Detailed explanations of the participants’ cognitive and metacognitive strategies were given in the discussion.

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. 

scholarly journals A Survey of University Students’ Knowledge of Vocabulary Learning Strategies and Influential Factors in Middle East

2016 ◽  
Vol 7 (4) ◽  
pp. 646 ◽  
Author(s):  
Amin Rasti Behbahani
Keyword(s):  
International Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
T Test ◽  
Influential Factor ◽  
Personal Factors ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies

In this study, the most and the least common vocabulary learning strategies was explored among Eastern Mediterranean University international students. Besides, the role of personal factors such as gender and English proficiency level of students were considered. After distributing the questionnaire, the data were analyzed applying t-test and ANOVA. It was revealed that the level of importance of vocabulary learning strategy use was moderate for the EMU international students. Furthermore, it was found that metacognitive strategies and social strategies are the most and the least common vocabulary learning strategies respectively utilized by EMU international students for learning vocabulary. Regarding the role of gender and proficiency level, the t-test and ANOVA results indicated that gender was an effective factor; whereas, proficiency was not an influential factor in preference of students for using vocabulary learning strategies. Male students preferred detrimental strategies but females preferred metacognitive strategies.

Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study

2020 ◽  
Vol 6 (2) ◽  
pp. 237-262
Author(s):  
Jing Yan
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Metacognitive Strategies ◽  
Think Aloud ◽  
Vocabulary Learning Strategies ◽  
English Speaking ◽  
The Uk ◽  
Mental Actions

Abstract Learning Chinese vocabulary is challenging for learners whose first language is alphabet-based. Researchers have embarked on investigating Chinese vocabulary learning strategies from both a psycholinguistic and a pedagogical perspective. Learning strategies are defined as observable behaviors and mental actions that are consciously employed by learners for comprehending, processing, and storing language knowledge. This paper reports a study in which the think-aloud research method is employed for exploring Chinese vocabulary learning strategies of English-speaking learners. The participants were eight learners of Chinese from a university in the UK. The results reveal that learners employ orthographic strategies, semantic strategies, memory strategies, phonological strategies, and metacognitive strategies. Furthermore, this study found that overt physical behaviors and mental actions cannot be separated. Various mental actions were underneath similar physical behaviors, which may lead to variations in learning outcomes. Second, there are metacognitive strategies, with which the participants could use in deciding, monitoring, and evaluating the use of specific cognitive strategies. This study suggests that Chinese vocabulary learning strategies need to be described in a holistic manner wherein physical and mental actions involved in cognitive strategies and metacognitive strategies are all taken into consideration so as to inform strategy instruction.

scholarly journals Saudi English Major Freshmen Students’ Vocabulary Learning Strategies: An Exploratory Study

2017 ◽  
Vol 7 (1) ◽  
pp. 141 ◽  
Author(s):  
Ibrahim R. Alqarni
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Social Strategies ◽  
King Saud University ◽  
First Semester ◽  
Memory Strategies ◽  
Freshmen Students ◽  
Vocabulary Learning Strategies

This study aims at exploring the vocabulary learning strategies (VLSs) employed by Saudi Freshmen students majoring in English as a foreign language (EFL). The participants are 81 Saudi male students in their first semester in the English Department and Translation in the College of Language and Translation at King Saud University. Data was collected using a questionnaire which was adapted from the study of Rabadi (2016) and was analyzed using the SPSS program. The overall results of this study show that participants use all of the different vocabulary learning strategies: Determination strategies, Memory strategies, Cognitive strategies, Metacognitive strategies, and Social strategies, with different degrees of frequency. By looking at the sub-categories of the strategies the results indicate that Metacognitive strategies (mean score: 1.98/4) are the most used and/or preferred strategies by all participants, followed by Social strategies (MS: 1.91), Determination strategies (MS: 1.62), Cognitive strategies (MS: 1.39) and Memory strategies (MS: 1.26) respectively. However, the overall mean score of (1.63) for the use of the strategies indicates that the participants of this study are low/poor users of vocabulary learning strategies in general. 

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.

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.

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