Effectiveness Of Vocabulary Learning Strategies Research Articles

Verification of the effectiveness of vocabulary learning strategies using Russian word formation based on empirical research

Verification of the effectiveness of vocabulary learning strategies using Russian word formation based on empirical research

A Look into the Effectiveness of Vocabulary Learning Strategies by Foreign Language Students in Undergraduate Classes

One of the foremost challenges encountered by students of foreign languages in the course of acquiring a foreign language is the acquisition of vocabulary. The significance of vocabulary in language acquisition has been acknowledged, as inadequate vocabulary proficiency among learners can impede their progress in acquiring a second language. The present investigation employed Schmitt's (2000) taxonomy of Vocabulary Learning Strategies, which encompasses five distinct categories of strategies, namely "determination", "social", "memory", "cognitive", in addition to meta-cognitive" methods. The primary objective of this study is to analyze and explore the implementation of contemporary techniques for instructing and acquiring vocabulary across students that study foreign language in diverse undergraduate courses. The research goals prompted the selection of a quantitative analysis design as the optimal approach to comprehensively examine the utilization of VLS among the targeted student population. This research employed a questionnaire to examine the circumstances surrounding the acquisition of foreign language vocabulary among an aggregate of 230 undergraduate students. Specifically, the study sought to elucidate the participants' attitudes towards vocabulary learning as well as their employment of learning strategies. The participants for the study were chosen using a randomized method, and the survey was conducted via an online platform.  Additionally, upon conducting a statistical evaluation on the results, it was discovered that the metacognitive strategy was highest utilized strategy, with the greatest frequency, while the cognitive strategy was utilized least frequently. The findings suggest that this research's respondents would benefit from additional instruction in Vocabulary Learning Strategies in order to enhance their proficiency with various types of foreign language vocabularies. It is imperative to integrate efficacious strategies for both the acquisition and instruction of vocabulary into the vocabulary learning process of learners.

An investigation into the effects of vocabulary learning strategies on the retention of Latin vocabulary in a Year 7 class

This study took place in a Year 7 class in a selective mixed independent school and examines the use of learning strategies for Latin vocabulary. The students were asked how they normally learn vocabulary, and these results using their normal method are compared to the results of using three different strategies.

The Effectiveness of Vocabulary Learning Strategies in Developing Palestinian Students' Vocabulary, its Retention and their Attitudes towards Learning English

The Effectiveness of Vocabulary Learning Strategies in Developing Palestinian Students' Vocabulary, its Retention and their Attitudes towards Learning English

Investigating the Effectiveness of Vocabulary Learning Strategies among Physical Therapy Students at Delta University.”

Investigating the Effectiveness of Vocabulary Learning Strategies among Physical Therapy Students at Delta University.”

The Effects of Vocabulary Learning Strategies in Mathematical Instruction on Ninth-Grade Students' Coordinate Algebra Achievement

The purpose of this study was to investigate if adding the vocabulary learning strategies of an interactive word wall and graphic organizers to mathematical instruction was an effective method to increase student achievement in mathematics for two ninth-grade coordinate algebra classes. The 45 participants in the study were members of two co-taught ninth grade coordinate algebra classes in the Southeastern United States. This study used a quasi-experimental design with a pre-assessment/post assessment. An analysis of covariance (ANCOVA) was used to compare the achievement levels of the two classes, as measured by the post assessment. The results did not show a significant difference between the post assessment scores of the experimental class using graphic organizers and an interactive word wall compared to the control class that did not. The results of this study may be important to teachers as they implement the Common Core State Standards, the Common Core Georgia Performance Standards, and the Mathematical Practice Standards.

Effect of Vocabulary learning Strategies on Academic Achievements of Pre-University Libyan EFL Learners

The present study is focused on identifying the effects of vocabulary learning strategies on academic achievement of students who learn English as a foreign language in Libya. The primary assumption made in this study is that the high achieving students in a class make use of a particular strategy or set of strategies for learning, including learning vocabulary items in a foreign language, different from the low achieving students, which help them learn new vocabulary items faster, retain them permanently and recall them in appropriate contexts. The secondary assumption made is that the set of strategies, used by low achievers is not suitable for effective learning in the given contexts as reflected in their achievement grades. The study was conducted by collecting data through a questionnaire which was adopted from Rebecca Oxford’s Strategy Inventory for Language Learning (1990) and which elicits information about the use of six language learning strategies used by learners. The sub-strategy questions were focused on eliciting responses about learning new vocabulary items in English, their retention and recall in context. The collected data were analysed statistically to calculate frequency of use of different vocabulary learning strategies among high, medium and low achievers in the same class. As hypothesized, the results showed that high achievers and low achievers use different strategies to learn, retain and recall new vocabulary items, strengthening my belief that the use of a particular strategy is the major drawback in the learning process of low achieving students in the same learning conditions.

Effect of Vocabulary Learning Strategies on Academic Achievements of Pre-University Libyan EFL Learners

The present study is focused on identifying the effects of vocabulary learning strategies on academic achievement of students who learn English as a foreign language in Libya. The primary assumption made in this study is that the high achieving students in a class make use of a particular strategy or set of strategies for learning, including learning vocabulary items in a foreign language, different from the low achieving students, which help them learn new vocabulary items faster, retain them permanently and recall them in appropriate contexts. The secondary assumption made is that the set of strategies, used by low achievers is not suitable for effective learning in the given contexts as reflected in their achievement grades. The study was conducted by collecting data through a questionnaire which was adopted from Rebecca Oxford’s Strategy Inventory for Language Learning (1990) and which elicits information about the use of six language learning strategies used by learners. The sub-strategy questions were focused on eliciting responses about learning new vocabulary items in English, their retention and recall in context. The collected data were analysed statistically to calculate frequency of use of different vocabulary learning strategies among high, medium and low achievers in the same class. As hypothesized, the results showed that high achievers and low achievers use different strategies to learn, retain and recall new vocabulary items, strengthening my belief that the use of a particular strategy is the major drawback in the learning process of low achieving students in the same learning conditions.

Do Good EFL and CSL Learners Learn Words in Different Ways?

Do Good EFL and CSL Learners Learn Words in Different Ways? Chin Min Lin Introduction Foreign language teachers might be interested in the effectiveness of vocabulary learning strategies among different foreign language learners. Furthermore, they might want to know whether different second language learners adopt different language learning strategies. English and Chinese are truly distinct in their basic linguistic characters. There are many major differences between English and Chinese. These make foreign language learners face a serious challenge. Chinese does not have an alphabet and that is why CSL learners have huge difficulty in learning Chinese logographic system. On the contrary, Chinese learners may have a hard time reading English and spelling words correctly (Swan, 1997). Research has shown English as a foreign language (EFL) learners and Chinese as a second language (CSL) learners used different language learning strategies when learning vocabulary (Lin, Wu, & Chen, 2014). The current study aims to discover the effectiveness of language learning strategies used by EFL and CSL learners. Full Text: PDF DOI: 10.15640/imjcr.v3n2a7

An Investigation of the Effectiveness of Vocabulary Learning Strategies on Iranian EFL Learners’ Vocabulary Test Score

This study aims to investigate the effectiveness of vocabulary learning strategies on Iranian EFL learners’ vocabulary test score. To achieve this aim, fifty Intermediate level students from Kish English Institute were randomly selected from among fifteen classes after administering the Oxford Placement Test (OPT). Then, an intermediate level vocabulary test of 20 questions based on their class textbook named Total English was given to them. A questionnaire of vocabulary learning strategies (VLSQ) was, then, distributed among students to find out how each learner learned new vocabulary and in what way. Finally, the whole data gathered from OPT; vocabulary test and VLSQ were analyzed through SPSS by applying Chi-square and descriptive analysis. The findings showed a significant effect of vocabulary learning strategies on EFL learners’ performance in a vocabulary test.

Effects of Vocabulary Learning Strategies on English Listening and Reading Proficiency

Effects of Vocabulary Learning Strategies on English Listening and Reading Proficiency

A Comparative Look into How to Measure the Effectiveness of Vocabulary Learning Strategies: Through Using Percentages or Correlation Coefficients

This study aims to compare the appropriateness of two statistical procedures for measuring the effectiveness of vocabulary learning strategies: percentages and correlation coefficients. To do this a group of 20 learners of English were asked to study 12 words in a written list, with their pronunciations, dictionary definitions, and example sentences. Data was collected through introspection where students were asked to verbalize their mental processes as they studied the target words. A pre-test and post-test were given to measure the task achievement. The qualitative data was transcribed verbatim and content-analysed for tokens of strategy use as well as by noting whether each use of strategies led to successful recall of the words on which they were used. To calculate the strategy effectiveness, both simple percentage calculation and correlation coefficients were employed for comparison. The findings indicated that percentage calculation can give a more realistic picture of strategy effectiveness than correlation coefficients.