scholarly journals Chinese EFL University Students’ Self-Reported Use of Vocabulary Learning Strategies

2021 ◽  
Vol 14 (12) ◽  
pp. 117
Author(s):  
Sijing Fu
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Chinese Culture ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Structured Interview ◽  
Extensive Reading ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies ◽  
Efl Students

This study conducted the semi-structured interview to investigate the types of vocabulary learning strategies (VLSs) Chinese English major university students employed and the factors for their VLS use. Chinese EFL learners frequently employed determination and cognitive strategies. They mainly used the mechanical strategies and focused on English words’ meanings based on Chinese equivalents. They preferred bilingual dictionaries, repetition, and memorization of fixed examples involving news words. They used metacognitive and memory strategies less frequently. This study proposed that Chinese EFL students’ rote memorization of English vocabulary was due to Chinese culture of learning, which values knowledge authority, consolidation and foundation, and also effort and perseverance. Additionally, the less L2 English immersion including L1 Chinese environment and non-communicative EFL environment also leads to Chinese EFL students’ VLSs use. Therefore, it is suggested that students be encouraged to use more memory strategies and metacognitive strategies. English teachers should provide students with strategy instructions and guide students to learn vocabulary through different types of VLSs in classes. After class, students could be encouraged to learn vocabulary incidentally through both intensive and extensive reading. 

scholarly journals VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

2018 ◽  
Vol 127 (6B) ◽  
pp. 19
Author(s):  
Lê Thị Tuyết Hạnh
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Second Year

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

scholarly journals EFL vocabulary learning strategies among high school students

2021 ◽  
Vol 70 (1) ◽  
pp. 25-36
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Grammar School ◽  
School Students ◽  
Compensatory Strategies ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies

The paper examines how frequently high school students use EFL vocabulary learning strategies and whether contextual educational factors have any influence on strategy selection. The theoretical part discusses the importance of language learning strategies, which can facilitate the internalization, storage, retrieval, or use of the new language, factors that affect their usage and selection (e.g. nature of the task, students' motivation, foreign language proficiency, teacher's expectations, students' learning styles, students' gender), as well as the process of vocabulary acquisition. The empirical part presents the results of the analysis of a survey conducted among students from two high schools in Serbia, a vocational school and a grammar school. The aim of the research is to determine how frequently students use vocabulary learning strategies and if there are any statistically significant differences in strategy use between students from the two schools which are the consequence of different subjects and learning objectives. The results show that the majority of vocabulary learning strategies have medium use among high school students (seven out of nine memory strategies, seven out of nine cognitive strategies and two out of four compensatory strategies) and that there are certain inter-group differences (whereas students from the medical high school use memory strategies more frequently, students from the grammar school report higher use of cognitive and compensatory strategies). The results indicate that there are important cross-curricular links which point to the transfer of learning strategies from content subjects to English language classes.

scholarly journals The challenges of using TED Talks as authentic resources of academic listening for EFL university students

2020 ◽  
Vol 9 (3) ◽  
pp. 589-598
Author(s):  
Gusti Astika ◽  
Ardiyarso Kurniawan
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
Listening Skills ◽  
Academic Context ◽  
Fast Speed ◽  
Vocabulary Learning Strategies ◽  
Efl Students ◽  
Ted Talks

Developing listening skills in an academic context is essential as it requires students to acquire a sufficient number of vocabulary, which will enable them to comprehend the information provided in a text. This paper explores the challenges faced by twenty-seven EFL students in an Academic Listening course using a task-based language teaching framework (Nunan, 2004; Willis, 1996; Willis Willis, 2011). The data were collected from the students’ listening journals containing accounts of their experiences during the course. The data from the journals were analyzed qualitatively to identify the themes that emerged. The results of the analysis reveal various challenges encountered by the students: unfamiliar accents, fast speed of speech, and new vocabulary. The paper ends with a recommendation to investigate vocabulary learning strategies of spoken texts.

scholarly journals A Survey Study on Academic Vocabulary Learning Strategies by EFL University Students

2018 ◽  
Vol 9 (5) ◽  
pp. 1009
Author(s):  
Le Pham Hoai Huong
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Word List ◽  
Survey Study ◽  
Academic Vocabulary ◽  
Academic Texts ◽  
Vocabulary Learning Strategies

The development of the Academic Word List by Coxhead (2000) has drawn attention of the academia to teaching and learning academic vocabulary as well as the creation of more word lists for different majors. However, most of the research in the field of vocabulary has focused on the learning strategies for general vocabulary only (e.g. Gu & Johnson, 1996; Lawson, & Hogben, 1996; Nation, 2001; Schmitt & McCarthy, 1997). Little has been done to investigate strategies for academic vocabulary (Nushi & Jenabzadeh 2016). Given the importance of academic vocabulary in comprising some 8%-10% of running words in academic texts (Nation, 2001), the present study was set out to investigate EFL university students’ strategies for learning academic English words. The participants included 132 EFL university students. The study adopted the taxonomy of vocabulary learning strategies by Schmitt (2000) and strategies for learning academic words by Bramki and Williams (1984) and Chung and Nation (2003). The findings reveal that the respondents tended to use on-line dictionaries and other applications more than cognitive strategies in learning academic words. Based on the findings of the study, suggestions were put forward to a systematized list of academic vocabulary learning strategies as well as what teachers and learners should do when encountering new academic words.

scholarly journals Review and Discussion of Learning Strategies of Second Language Vocabulary Acquisition

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Dr. Bachiri Housseine ◽  
Keyword(s):  
Second Language ◽  
University Students ◽  
Learning Strategies ◽  
School System ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Vocabulary Learning Strategies ◽  
Vocabulary Growth ◽  
Efl Students ◽  
L2 Vocabulary

Learning second language (L2) vocabulary can be a challenge for L2 students. As researchers and TEFL practitioners, we perpetually strive to seek ways to help our students with necessary linguistic tools to be ultimately both productive and resourceful. Moroccan EFL students in L2 are able to use learning strategies, which are valued in the school system, in order to, among other things, expand their vocabulary knowledge for the purpose of being able to communicate verbally and non-verbally. It is complex, however, to determine to what extent these strategies are used. In fact, very few studies have emphasized vocabulary learning strategies. Therefore, this study is of interest to Moroccan university students so as to determine which strategies to use, how often, and whether their use has an impact on students’ vocabulary growth.

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. 

scholarly journals A Study of Vocabulary Learning Strategies in EFL Reading of High, Middle and Low Vocabulary Achievers of Thai Tertiary Students

2021 ◽  
Vol 4 (2) ◽  
pp. 27-34
Author(s):  
Jarinya Srimanee ◽  
Kritchada Ruangnoi ◽  
Mohamad Jafre Bin Zainol Abidin
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Skill Development ◽  
Cognitive Strategies ◽  
Structured Interview ◽  
Language Skill ◽  
Close Link ◽  
Interview Session ◽  
Vocabulary Learning Strategies ◽  
Southern Thailand

This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text.  The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university.  Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants’ VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners’ previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand. 

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

2018 ◽  
pp. 427-448
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Learning Strategies ◽  
Video Game ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Digital Gaming ◽  
Vocabulary Learning Strategies ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
Test Picture

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

2022 ◽  
pp. 580-601
Author(s):  
Emad A. Alghamdi
Keyword(s):  
Learning Strategies ◽  
Video Game ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Digital Gaming ◽  
Vocabulary Learning Strategies ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
Test Picture

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

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