Abstract
The recent research investigated the relationship between Libyan English as a Foreign Language (EFL) learners’ beliefs and their use of Vocabulary Learning Strategies (VLSs). The respondents were 200 students studying English at Tripoli University, Faculty of Education-Janzour. The data was collected through two sets of instruments: (i) a questionnaire of vocabulary learning strategies which was designed by Schmitt (1997) to determine the frequency of VLS use and (ii) a questionnaire of Vocabulary Learning Self-Efficacy Beliefs adapted from a study conducted by Tseng (2006). Collected data was quantitatively analyzed utilizing the Statistical Package for the Social Sciences version 25. The results demonstrated that respondents of this study were medium-level users of strategy with average rating of 3.4 and standard deviation of 0.5 for overall rating use of strategy. Furthermore, the most used VLS category was determination strategies (3.74), while the category of metacognitive strategies (M= 3.16) was the least used among all the five VLSs used by the participants. Based on the results, learners had positive beliefs about vocabulary learning, which were significantly positively related to their use of vocabulary learning strategies (r= 0.511), in generally, and the use of five subcategories, in particularly. Thus, it was found that vocabulary learning strategies use increases as the self-efficacy of students increases.
Highlights
Vocabulary is a very vital aspect of the four language skills that will enable learners to read, write, listen, and speak
The findings indicated that Libyan English as a Foreign Language (EFL) university learners were in the middle -level of using vocabulary learning strategies with a mean overall strategy score of 3.4 and standard deviation of 0.5
It is pertinent to note that in the case of both Libyan and Iranian EFL learners, English was considered as a foreign language rather than as a second language as it is, for example, in Malaysia
Summary
Vocabulary is a very vital aspect of the four language skills that will enable learners to read, write, listen, and speak. Khalifa (2015) says that the main problem that learners complain about is that they cannot recall the words taught or their meanings. In Libya, English is taught as FL (Altaieb, 2013) and vocabulary is a big problem for most learners of them. In order to memorize new words, most Libyan learners normally use the word repetition strategy.
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