The impact of individual differences in learning styles on the choice of vocabulary learning strategies

Abstract

Effective vocabulary learning is essential for learners of English as a Foreign Language (EFL), as it enables them to communicate effectively and improve overall language proficiency. However, different learners may have different preferences, needs, and learning styles, which may affect the effectiveness of different vocabulary learning strategies. This paper aims to explore the different strategies of learning vocabulary among EFL learners, and to examine their effectiveness. It reviews the relevant literature on this topic, presents the findings of a research study, and discusses the implications of the results for EFL learners and teachers. The study involved 200 EFL learners from two public universities in Morocco using a convenience sampling method. The study employed correlational tests to highlight the relationship between individual differences in learning styles and the choice of vocabulary learning strategies among English language learners. The findings indicate that there is a noteworthy affirmative association between the approach of acquiring new vocabulary through listening and the technique of utilizing technological applications during vocabulary acquisition. This suggests that individuals who take pleasure in gaining new vocabulary through the auditory medium may likewise have a propensity to employ technology applications during the learning process. However, other learning styles didn’t show a significant correlation with the learning strategies used to learn new vocabulary. These findings have important implications for EFL teachers, who can use this knowledge to design effective and personalized vocabulary learning activities. Finally, the paper provides recommendations for future research and practical application.