Strategies for vocabulary learning in romanian as a foreign language

The present study aimed to investigate Vocabulary Learning Strategies (VLSs) used by undergraduate students (S1) of 6th semester and how they learned or acquired VLSs. In addition, the study compares the use of VLSs between low and high achievers of undergraduate students that consisted of 30 students. An explanatory sequential mixed research method was implemented in this study. The corroboration was used employing a questionnaire adapted from Schmitt’s taxonomy (Classification of VLSs) as the instruments. As for the qualitative approach, the writer conducted interviews to explore how the students acquired VLSs. The research report showed that the mean score indicated the uses of Determination strategies are most frequently used by both of achiever. Likewise, the least frequently used vocabulary learning strategy was Social strategies (Consolidation). There were no great differences found in using vocabulary learning strategies between the low and high achievers and they learn the most frequently used strategy in several situations such as, course, organization, English club, media, and etcetera. Effective vocabulary learning and teaching strategies need to be incorporated into students’ vocabulary learning process.

Communicating in a foreign language is impossible without mastering vocabulary. It is of special importance in English for Specific Purposes (further ESP) courses as requirements of modern realities in Kazakhstan force experts to know enough ESP vocabulary to be able to demonstrate their knowledge in their professional sphere. Since vocabulary plays such an important role in ESP courses it is essential to determine what strategies ensure effective teaching and learning it in specific groups of learners. This paper presents results of a study held on vocabulary teaching and learning strategies employed by ESP teachers and learners at L.N. Gumilyev Eurasian national university (further ENU) in Astana, Kazakhstan. An open-ended questionnaire and a semi-structured interview were conducted among 20 ESP teachers and 48 ESP students of L.N. Gumilyev ENU. The questions elicit not only teachers’ vocabulary teaching experiences and opinions about the most effective vocabulary teaching approaches but also the reasons for students’ vocabulary learning and using problems. During the interview students described their preferred vocabulary learning styles and confirmed the importance of learning vocabulary in ESP. The study determined the most effective ESP vocabulary teaching and learning strategies for teachers to use at L.N. Gumilyev Eurasian National University.

The aim of this study was to compare the effect of Structure Reviewing as a direct vocabulary learning strategy versus Discussing Your Feeling with Someone Else as an indirect vocabulary learning strategy on reading comprehension skill of Iranian students. To fulfill the purpose of the study, a vocabulary test was administrated to one hundred male and female EFL university students. Ultimately, fifty students were selected and assigned into two groups. The first group (A) was taught vocabulary through Structure Reviewing and the second group (B) received instruction on Discussing Your Feeling with Someone Else vocabulary learning strategy. The data analysis conducted through Independent samples t-test statistics revealed that there was a significant difference between the two groups in terms of their vocabulary learning. Results showed that Structure Reviewing strategy can lead to higher achievement of vocabulary storage in reading comprehension of Iranian EFL undergraduate students.Keywords: Vocabulary Learning Strategy, Structure Reviewing, Discussing Your Feeling with Someone Else1. IntroductionThroughout the previous decades, several studies conducted by different researchers have given special attention to the importance of vocabulary learning for second language learners (Richards, 1980, Allen, 1983; Laufer, 1986; Nation, 1990). However, nowadays, the importance of vocabulary acquisition and its effect in learning a second or foreign language has become more and more in the focal of attention. Many studies have revealed that the English language proficiency of second language learners in great amount correlates with their vocabulary learning (Gu & Johnson, 1996; Kojic-Sabo & Lightbown, 1999). Hence, learning a second language largely means learning its vocabulary (Gass, 1999) as vocabulary skills make a significant contribution to almost all aspects of second language proficiency.Also numerous scholars and vocabulary researchers agree that vocabulary acquisition is a very important element of enhancing reading comprehension skill (McKeown, et al., 1983; Nagy & Anderson, 1984; Cunningham & Stanovich, 1998 Blachowicz & Ogle, 2001). Furthermore, by applying a systematic and principled approach to teaching and learning vocabulary, learners see vocabulary as a key factor in language learning and reading (Beck, McKeown, and Kucan, 2002; Bormuth, 1966; Davis, 1968). Recent findings also have indicated that vocabulary knowledge is vital to reading comprehension and proficiency, to which it is closely linked (Tozcu & Coady, 2004).Vocabulary learning strategy is a subcategory of language learning strategies (LLS) (Oxford, 1990, p. 8), vocabulary learning strategy organizes knowledge about what learners do to find out the meaning of new words, retain them in their memory for a long time, recall them when needed in comprehension, and also apply them in language production (Catalan 2003, cited in Ruutmets, 2005). Teaching language learning strategies is beneficial to both English teachers and learners. LLS improve both the learning product and process because it motivates learners and enhances their awareness of how to learn successfully (Rasekh & Ranjbari, 2003). It helps teachers to become more aware of their learners' needs and modify their teaching styles according to their learners' strategies (Oxford, Crookall, et al, 1990), and to direct their teaching efforts (Kinoshita, 2003). Griffiths (2006) points out, that recently the importance of teaching vocabulary has been acknowledged.Oxford (1996) has argued that a greater emphasis should be placed on identifying effective language learning strategies and on teaching students how to use them successfully. Many scholars have reported the differences between successful and less successful learners based on the language learning strategies they use (Naiman, Frohlich, Stern, & Todesco, 1996; Vandergrift, 1997; Chamot & El- Dinary, 1999). …

The present study aims to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors. A questionnaire was administered to 210 students (105 English majors and 105 non-English majors) from two universities to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors in China. The questionnaire is adapted from Gu and Hu [1]. Statistical descriptions and independent samples t-test are undertaken to process the data collected. The analyses of the data reveal both Chinese English and non-English majors are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. English majors’ strategy use frequencies seem all higher than non-English majors, except note-taking strategies. English majors show significant differences from non-English majors in some vocabulary learning strategies like: self-initiation, dictionary use and contextual guessing. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.

This study explores the frequently employed Vocabulary Learning Strategies (VLS) among Bruneian university students learning foreign languages (FLs), including French, German, Japanese, and Vietnamese, and examines the relationship between VLS and the targeted FL. Scholars assert that mastering vocabulary is the paramount communication skill in FL. Consequently, learners must employ VLS to store and utilize new words effectively. However, students encounter challenges in learning, retaining, and applying FL vocabulary. Recognising the critical role of vocabulary knowledge in FL learning, this research addresses gaps in the existing literature regarding VLS application by Bruneian students and the comparative application of VLS across different FLs. Utilising Schmitt taxonomy, which classifies VLSs into Discovery (Determination, Discovery-Social) and Consolidation (Consolidation-Social, Memory, Cognitive, Metacognitive) strategies, a revised questionnaire was administered to 418 students. Learners rated their use of 65 VLS based on a 5-point Likert scale. Descriptive statistical analysis and MANOVA tests were conducted to interpret the data and identify any covariance between FL and VLS usage. The findings revealed the students’ preference for rote, cross-language, and technology-based individual VLS. Overall, Bruneian learners were moderate VLS users, with Japanese learners employing VLS the most, followed by French, Vietnamese, and German learners. Statistically significant relationships were observed, such as the correlations between Japanese learners and Consolidation strategies, Vietnamese learners and Social strategies, and Japanese and French learners and Metacognitive strategies. The study underscores the importance of social-interactive, communicative, and blended teaching approaches and recommends incorporating VLS training on a short-term basis to enhance students’ FL vocabulary and self-confidence in FL learning.

This study explores vocabulary learning and application strategies through a constructive theoretical perspective, aiming to improve understanding and application in an educational environment. Lexical acquisition is critical to language proficiency and requires effective initial learning strategies and long-term retention. Construction theory holds that learning is a positive and constructive process, and learners build new knowledge on the existing framework through participation and reflection.Initial vocabulary learning strategies include activities that promote meaningful interactions with novel words, such as context embedding, memory devices, and semantic elaboration. These methods encourage deep processing, thereby improving comprehension and memory. For applications, strategies such as interval repetition, retrieval practices, and multi-modal learning experiences are essential. These approaches leverage the brain's practical capabilities, through repeated exposure and active recall, consistent with construct principles of learner-centered and experiential learning.The study used quantitative and comparative methods to assess the effectiveness of these lexical strategies in different demographic and educational contexts. It includes interviews and observational data to understand how learners engage and adapt these strategies in real-world settings. Quantitative measures assess lexical retention and comprehension level and provide empirical evidence of the effectiveness of the strategy.The results suggest that integrating construct-inspired vocabulary learning and application strategies can not only improve immediate learning outcomes, but also promote deeper conceptual understanding and long-term retention. The study suggests that curriculum development and teaching practice prioritize active learner engagement and individualized learning pathways. It also highlights the need for teacher training and professional development to effectively implement these strategies in different classroom settings.

This study explores the relationship between autonomous learning and vocabulary learning strategies (VLS), emphasising its importance in enhancing language acquisition. There is a scarcity of empirical data confirming the influence of autonomous learning on vocabulary learning strategies, particularly within the realm of learning Arabic as a foreign language (AFL). This study seeks to examine how autonomous learning fosters the development and application of effective vocabulary learning strategies among Arabic language learners. The quantitative data was gathered using a questionnaire employing a 5-point Likert scale that was administered to 144 diploma students majoring in Islamic Studies and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings reveal that learners who engage in autonomous learning are more likely to employ vocabulary learning strategies, indicating a significant relationship between autonomous learning and vocabulary learning strategies. This research underscores the critical role of autonomy in vocabulary learning, suggesting that educational frameworks should promote autonomous learning to optimize language outcomes. Future studies could investigate the impact of specific vocabulary learning strategies on learner autonomy.

In order to fully develop their academic and professional competencies, medical doctors (MDs) need to be highly proficient in English. Since vocabulary learning, as a fundamental aspect in language learning, is a continuous and complex process, the overall objective of the current research is to get an insight into vocabulary learning strategies (VLS) employed by medical students. To be specific, this study aims at (a) exploring VLS that medical students in Croatia use in order to learn target vocabulary; (b) investigating the relationship between VLS subscales and different types of vocabulary knowledge; and (c) analyzing differences in the mean strategy use between male and female students as well as among low-, middle- and high-scoring students. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL). Further, there is a very small statistically significant correlation between formal vocabulary learning (FVL) strategies and controlled-productive type of vocabulary knowledge. Findings also reveal that female students use SI-IVL and FVL strategies significantly more often than their male counterparts and that there are no statistically significant differences in the mean VLS use by English language proficiency levels. The results of this study imply the need for teacher training aimed at developing specific skills for providing their students with explicit instruction in VLS use.

This scoping review research attempts to examine vocabulary acquisition and vocabulary learning strategies of second language learners. It found that different students used a variety of vocabulary learning strategies. Effective learning strategies would best be learned through the help of the teachers. Moreover, the study indicates a beneficial effect of integrating technology in acquiring vocabulary in a second language.

Scholars emphasize that vocabulary acquisition is the cornerstone of communication in foreign language (FL) learning. Therefore, students must employ effective Vocabulary Learning Strategies (VLS) to retain and utilize new words proficiently. However, limited research has explored the use of VLS among Bruneian learners, particularly those studying Vietnamese as an FL. This study examines the VLS employed by Bruneian students, with a specific focus on Social Strategies. These learners often face difficulties in acquiring, retaining, and applying Vietnamese vocabulary. To mitigate these challenges, instructors integrate activities such as scriptwriting and video production to encourage interaction and practical language use. These approaches enable students to recall vocabulary naturally through authentic communicative contexts. This study utilized a modified version of Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ), which was administered to 120 Bruneian students learning Vietnamese as an FL. Participants evaluated their use of 65 VLS on a five-point Likert scale. A descriptive statistical analysis was conducted to interpret the data. The findings revealed that Bruneian learners demonstrated a moderate level of VLS usage. Among the strategy types, Discovery-Social and Consolidation-Cognitive strategies were the most frequently employed, Discovery-Determination and Consolidation-Social strategies were used at an intermediate level, while Memory and Metacognitive Consolidation strategies were the least utilized. Overall, students placed significant value on interactions with their instructors and peers, highlighting the importance of Social Strategies in Vietnamese vocabulary acquisition. This study underscores the role of VLS in Vietnamese language education, particularly the effectiveness of Social Strategies and interactive communication. Language instructors should incorporate interactive approaches to create real-world linguistic experiences. Enhancing Vietnamese language education through such methods is essential to supporting Bruneian students in their learning journey and fostering greater proficiency in Vietnamese.

The research described in this paper investigates the role of Vocabulary Learning Strategies (VLS) in ICALL environments. Although VLS taxonomics do exist, they have been developed for traditional classfoom-type learning, and tend to be incomplete in terms of strategies or factors arguably important for vocabulary learning. Based on existing taxonomies, a VLS taxonomy for an ICALL environment will be developed that takes these issues into account. The final taxonomy, validated by factor analysis, will also be evaluated by experienced language teachers in terms of being able to serve as a basis for providing ICALL teaching materials. The usefulness of a broad range of VLS in this learning environment will be investigated, both in terms of perceived helpfulness and assessed growth of lexical knowledge. The taxonomy building is expected to be interleaved with an evaluation of vocabulary acquisition, which also requires that the question of how to measure and assess lexical knowledge be addressed. The design of the learning environment will not be considered in this paper.

<p>The purpose of the current study is to investigate middle school students’ self-regulation skills and vocabulary learning strategies in foreign language. The sampling of the current study consists of 990 5th, 6th, 7th and 8th grade middle school students attending state middle schools in the Mentese district of the city of Mugla, Turkey in school year 2018-2019. As the data collection tools, the Perceived Self-Regulation Scale and the Vocabulary Learning Strategies in Foreign Language Scale were used. In the analysis of the collected data, frequencies, percentages, independent-samples t-test and one-way variance analysis (ANOVA), Post-Hoc Tests (Tukey and Dunnett’s C) and correlation analysis were used. The findings of the present study have revealed that the middle school students’ self-regulation skills and vocabulary learning strategies in foreign language are over the medium value. The middle school students’ self-regulation skills and vocabulary learning strategies in foreign language were found to vary significantly depending on gender, grade level, father-mother attitude and level of interest in English course. A medium, positive and significant correlation was found between the middle school students’ total scores of self-regulation strategies and vocabulary learning strategies in foreign language.</p>

It is widely perceived that vocabulary learning is essential in second and foreign language acquisition. Vocabulary learning beliefs (VLB) and vocabulary learning strategies (VLS) are factors that affect both second language acquisition (SLA) and first language acquisition (FLA). This study investigated the vocabulary learning beliefs and vocabulary learning strategies of Afghan EFL undergraduate learners. The study used a random sampling design of a quantitative approach using a survey questionnaire. One hundred and twenty Afghan EFL learners from the English departments of three public universities in Afghanistan participated in the survey. Data were analysed through descriptive statistics (frequency and percentage). The results of the study indicated that Afghan EFL learners’ beliefs are positive about vocabulary learning. The participants believe that repetition and reading are the best ways used to remember the words, expressions, and collocations. The study also showed that the majority of the participants used activation strategies, dictionary strategies, and guessing strategies. More than half of learners use memory strategies and almost half of them use metacognitive strategies. On the contrary, less than half of learners use notes-taking strategies. The findings of the study are essential for English language teachers to teach learners about the use of vocabulary learning strategies. Also, the findings of the study can help those who are interested in the use of vocabulary learning strategies in the Afghan context.

Many non-English major students often find it difficult to learn new words, especially first-year students. However, they are required to learn a large amount of vocabulary each day to understand their higher education lessons. Additionally, even if they manage to remember new words, they often struggle to use them effectively in communication. This paper addresses the question: What difficulties do first-year non-English major students at Thu Dau Mot University encounter in learning vocabulary? The hypothesis is that these challenges primarily stem from a lack of effective language learning strategies. To explore this, we conducted ten individual interviews with students to support a discussion regarding the hypothesis. This paper includes a discussion and analysis of the survey results, designed to gather insights into vocabulary learning strategies among first-year non-English majors at Thu Dau Mot University in Binh Duong. The study's final results confirm the hypothesis. At the conclusion, we propose solutions to help students overcome these challenges, improve their vocabulary acquisition, and benefit from more effective learning strategies.

The current study aimed at examining the relationship between anxiety level of Iranian elementary English as a foreign language learners and the strategies that they adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning (VL) strategies questionnaire was administered. Also, the Spearman correlation was run to determine the correlation between various levels of anxiety and different VL strategies. The findings of the current study indicated that the effects of anxiety can adversely affect a person’s use of VL strategies. Likewise, when there is an increase in anxiety, VL strategy use decreases to a significant extent. Keywords: Vocabulary learning, strategies, foreign language, classroom, anxiety scale.