The Impact of English Learning Experience, Parental Involvement and Socioeconomic Status Differences on Strategy Use ofVocabulary Learning

Abstract

The main purpose of this study was to examine the vocabulary learning strategies used by grade 8 junior high school students in Taiwan. The factors of students' English learning experience, parental involvement and socioeconomic status were explored. The instrument adopted Schmitt's (1997) vocabulary learning strategies. Five categories of vocabulary learning strategies including determination, memory, cognitive, metacognitive and social strategies were involved. There were 47 items in the questionnaire. The researcher recruited 181 grade 8 junior high school students. The results reported that most of the students did not use vocabulary learning strategies often. Significant differences were found among students' English learning experience, parental involvement and socioeconomic status. Pedagogical implications and suggestions were referred.