Fostering Learner Autonomy Through Vocabulary Strategy Training

Abstract

This paper presents the results of a study that investigated the effects of contextualized training in vocabulary strategy use offered to a group of 97 first-year undergraduate B1 EFL learners to foster their autonomy in SLA. We wanted to explore the learners’ vocabulary strategy use as well as to foster their autonomy in language learning by means of strategy training. Results show that students’ use of vocabulary strategies prior to training was scarce and occasional. Looking up words in the dictionary and rote learning to commit words to memory were the most frequent strategies used at this stage. The use of vocabulary strategies increased for every particular strategy after the training. However, the ranking of preferred strategies does not change. It can be assumed that the training resulted in awareness-raising with respect to strategic behaviors, learner empowerment, as well as some improvement in learner autonomy in vocabulary learning. Longer and more sustained training may lead to better results in the development of strategy use.