Abstract
Learning vocabulary effectively is still a major issue for many English language learners, enrolled in English programs at universities. These students have particular obstacles to their lexical development that stem from cultural customs, limited exposure to real world English communication situations outside of the classroom, and differences in their learning styles and aptitudes. This mixed-methods study aimed to examine vocabulary techniques and beliefs among students at Majmaah University, identify the vocabulary learning strategies employed by Saudi female undergraduate students, and examine variations in strategies between junior and senior levels. Finding helpful vocabulary-building strategies will assist maximize results, especially for this important learner population in the nation's educational system. A validated online survey explored participants' frequency and views about their preferred technique. The experiences of learners in vocabulary acquisition were then profoundly qualitatively revealed through further semi-structured interviews. Using dictionaries, cognitive inferencing, and activation emerged as the most common cognitive strategies, according to quantitative evaluation. Less often, metacognitive and social techniques were described. Qualitative research revealed strategic flexibility associated with the competency level and barriers to flexible language use related to ideological foundations. Saudi female undergrads demonstrated a greater reliance on direct memorization than on thoughtful approaches. Official regulations outlined certain acceptable language uses. To gradually increase vocabulary retention over time, educators might suggest experimenting with extra strategies and flexibility in pedagogical language activities.
Published Version
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