Vocabulary Learning Questionnaire Research Articles

Quantifying vocabulary learning belief and strategy - A validation study of the Vietnamese version of Gu's (2018) vocabulary learning questionnaire

BackgroundThe field of language teaching and learning has long recognized the role of vocabulary knowledge in all aspects of language proficiency and indicated that vocabulary beliefs and learning strategies play a pivotal role in learners' vocabulary development. As a result, understanding learners’ beliefs and strategies in vocabulary learning is of paramount importance to language teachers. The Vocabulary Learning Questionnaire (VLQ) developed by Peter Gu in 2018 could be considered the most recent, validated instrument for the measurement of vocabulary learning beliefs and strategies. However, the VLQ contains too many items and is only available in English. The objectives of the study, therefore, are (1) to develop and validate a Vietnamese version of the VLQ which can exclude construct-irrelevant noises related to L2 comprehension, and (2) to reduce the number of items while retaining the key factors in the instruments. Methods722 Vietnamese university students took part in the study. Exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) were examined with the free software Jamovi 2.3.13. Both Cronbach's alpha and McDonald's omega were employed to evaluate the factors' internal consistency. ResultsSeparate EFAs confirmed the two dimensions of vocabulary beliefs, explaining 62.6% of the total variance, and seven factors of vocabulary strategies, predicting 72.1% of the total variance. CFAs confirmed the hypothesized 9-dimensional structures of different vocabulary learning beliefs and strategies and offer cross-validation evidence for the Vietnamese VLQ. Reliability metrics demonstrated acceptable internal reliability for vocabulary belief and strategy sub-scales. ConclusionThe Vietnamese VLQ provides a validated measure of vocabulary beliefs and strategies. The 30-item version of the Vietnamese VLQ serves as a starting point for future research in the field of vocabulary learning and teaching in Vietnam.

A Diagnostic Study on the Use of Vocabulary Learning strategies for English Majors in China

This research utilizes a descriptive research design to investigate the use of vocabulary learning strategies among English majors and identify the potential reasons for their difficulties in learning vocabulary. The study aims to describe the relationship between these reasons and second language vocabulary acquisition. A questionnaire, consisting of 62 items selected from the Vocabulary Learning Questionnaire (VLQ) 6.4 published by Gu and Johnson (1996), was administered to 115 sophomores majoring in English. The questionnaire was used to determine the types of vocabulary learning strategies employed by the participants, as well as the most and least frequently used strategies. The results indicate that English majors surveyed were moderate users of vocabulary learning strategies. Inferencing strategies were found to be the most commonly used, while Encoding strategies were the least used. After analyzing the participants' vocabulary learning strategies, the study proposes to improve their mother tongue competence to enhance their thinking ability, which is an essential factor in learning English vocabulary. Furthermore, the study suggests that the lack of mother tongue competence courses in higher education and the absence of effective vocabulary learning strategy guidance in the learning process are potential reasons for the difficulties experienced by English majors in vocabulary learning.

Effectiveness of Virtual Reality on Chinese as a second language vocabulary learning: perceptions from international students

This study explores the effectiveness of Virtual Reality (VR) in Chinese as a second language (CSL) vocabulary learning from the international students’ perspective. A new theoretical framework of VR-based vocabulary learning was designed and verified to serve the investigation. A total of 30 international students learning CSL in a Chinese university participated in the study. Data were collected through vocabulary tests, a VR-based vocabulary learning questionnaire, and semi-structured interviews. Findings indicate that the VR approach can effectively facilitate students’ vocabulary learning and retention, as well as a positive learning experience. VR provides an authentic and repetition-enabled learning context. In an immersive environment, a higher rate of engagement in interactions and multimodal, immediate, and learner-friendly scaffolding benefit students’ VR-based vocabulary learning. Results also indicate that VR can motivate students to be actively involved in learning and build their language skills despite some challenges. Investigation of a wider range of learners with different backgrounds and language levels, and the differences between VR-based learning and traditional learning is recommended for future research. Additionally, CSL teachers’ perceptions are worthy of consideration.

Learning Vocabulary Seamlessly: To What Extent Does the SLL Model Influence CFL Learners‘ Experience, Perception, and Vocabulary Enhancement?

The Seamless Language Learning (SLL) model holds the potential for enriching second language (L2) learners’ vocabulary acquisition by focusing on their experiences and perceptions. However, prior research on SLL has suffered from methodological issues and poor understanding of the model. This study aims to address these issues by quantitatively assessing the impact of the SLL model on Chinese as a Foreign Language (CFL) learners’ vocabulary acquisition experience, their perceived use of the DingTalk platform, and vocabulary learning enhancement. To achieve these objectives, a design-based research (DBR) approach is employed, with data gathered from real-world seamless Chinese vocabulary learning activities involving 32 intermediate-level participants with no prior exposure to SLL. Data analysis involves a paired sample t-test. Pre-test and post-test assessments, using a five-point Likert scale, are conducted to gauge the effectiveness of the SLL model. The assessment tool, the Seamless Chinese Vocabulary Learning Questionnaire (SCVLQ), encompasses various dimensions such as participants’ emotional engagement, satisfaction, interaction with SLL, perceptions of the SLL platform (DingTalk), and vocabulary learning enhancement through the utilization of the SLL model. Empirical results from valid SCVLQ responses indicate significant post-test improvements compared to pre-tests, indicating enhanced learner experiences and perceptions. Moreover, the SLL model is found to positively contribute to vocabulary learning enhancement. These findings provide quantitative support, addressing the limitations of previous qualitative approaches, and confirming the efficacy of the SLL model in promoting active learning engagement, enhancing learners’ experiences with the DingTalk platform, and facilitating vocabulary acquisition. This study offers insights for future research to delve into additional factors influencing the SLL model’s effectiveness and to extend its application to diverse language learning contexts.

The Effects of the Cognitive Academic Language Learning Approach (CALLA) on Vocabulary Strategy Use by Moroccan Common Core Graders

Much of the research in the field of English language teaching indicates that not all Strategy-Based Instruction (SBI) studies have achieved successful results. Some SBI programmes have proved their efficiency in some skill areas but not in others, even within the same study (Oxford, 1989). This study explores the effect of vocabulary strategy instruction application with a sample of 40 EFL learners attending a common core class in a Moroccan high school. The student participants were divided into an experimental group, which received vocabulary strategy training, and a control group, which followed the regular English language course. Vocabulary strategy use in both groups was evaluated with the use of the adapted Vocabulary Learning Questionnaire of Gu and Johnson’s (1996, pp. 673-679) (VLQ Version 3), which was distributed before and immediately after the intervention. The results indicated that after the completion of the intervention programme, the experimental group showed significant improvement in self-reported vocabulary strategy use as a whole as well as in all strategy groups. The findings of the current study prove the "teachability" of learning strategies and insist that explicit and integrated strategy training should be implemented in the EFL classroom. From a theoretical point of view, the results of the study may lead to a good understanding of the nature of language acquisition in general, particularly in foreign language learning contexts. Furthermore, the results may be very useful for practitioners who are involved in the areas of syllabus design, curriculum planning, and material development.

A Study on English Learning Motivation and Vocabulary Learning Strategies of Excellent English Graduates

Vocabulary is the basic building block of language, and the acquisition of a language relies on vocabulary. In acquiring vocabulary, the adoption of vocabulary learning strategies is an important affecting factor. The relationship between vocabulary learning strategy and vocabulary knowledge has been the focus of researchers. Motivation also has a significant impact on language learning. The paper aims to explore excellent English graduates’ English learning motivation and vocabulary strategies. Two separate questionnaires are used to investigate different motivations and vocabulary learning strategies of English majors. In designing the motivation questionnaire, Gao Yihong’s questionnaire is used as a reference and in designing the vocabulary learning questionnaire, the paper mainly follows O’Malley and Chamot’s study. Through analysis, the study reveals the following findings: Firstly, with the least mean value exceeded 2.4, all kinds of vocabulary learning strategies were adopted by excellent English majors while learning vocabulary. Meta-cognitive (M=3.614035088) strategies and cognitive (M=3.633684211) strategies were preferred. Secondly, for the situation of learning motivations, situational motivations (M=3.858695652) were the highest. With the mean value of 3.432065217, instrumental motivations were the lowest motivation among the three types of motivations. Especially achievement motivation, it was the least held motivation by excellent English majors.

How and how much?

Abstract Vocabulary plays a crucial role in foreign language learning, and vocabulary mastery proves to be challenging at different competence levels. Compared to other areas of research into Chinese as a foreign language, vocabulary acquisition and vocabulary teaching have rarely been investigated. The aim of this study is to investigate the relationship between vocabulary learning strategies and vocabulary size and to verify whether vocabulary size is positively correlated to proficiency level. A total of 95 Italian undergraduate Chinese learners, from elementary to intermediate levels, participated in this study. The participants were first given a vocabulary learning questionnaire and then a vocabulary size test. Statistical and qualitative analyses of the data revealed two trends: a poor variety of vocabulary learning strategies and a positive correlation between vocabulary size and proficiency level.

The Effectiveness of Paired Reading Strategy in Developing EFL Vocabulary Learning among Primary School Pupils

The present study aimed at developing some EFL vocabulary learning skills among sixth year primary school pupils using Paired repeated reading strategy. The participants of the study consisted of sixth year primary school pupils at AlAwaam Primary School, Marsa Matrouh. They were assigned into two groups; the experimental group (N=35) and the control group (N=35). Two main instruments were used: An EFL Vocabulary Learning Questionnaire and An EFL Vocabulary Learning Test (used as a pre-post) test to measure pupils EFL vocabulary learning. Quantitative data analysis was conducted, t-test was used to compare the mean scores of the pre-test and the post-test of the study participants. The Paired Repeated reading strategy was applied to the participants during the second semester of the academic year 2017/2018. Results of the study showed that the participants' EFL vocabulary learning skills were developed significantly as a result of the paired repeated reading strategy. Therefore, it can be concluded that the paired repeated reading strategy was effective in developing some EFL vocabulary learning skills among sixth year primary school pupils.

Validation of an online questionnaire of vocabulary learning strategies for ESL learners

This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners

<p>This study, first, examined whether there was any relationship between Iranian L2 learners’ vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners’ VLSs. To these ends, 40 L2 learners from Isfahan University of Technology in Isfahan participated in the study, and the following instruments were utilized to collect the data: the Oxford Placement Test (OPT) to gauge participants’ proficiency level, the Multiple Intelligences Questionnaire (Mckenzie, 1999), and a vocabulary learning questionnaire based on the framework adopted from Schmitt’s (1990). The strategies were divided into five categories: determination, memory, social, metacognitive, and cognitive. To analyze the data, Pearson correlation was applied to find out the relationship between the participants’ intelligence categories and their preferred VLSs. Then, multiple regression analysis was run to indicate the significance of the specific VLSs in the participants’ intelligences. Results revealed that there was a strong positive relationship between participants’ intrapersonal intelligence and their tendency toward the cognitive and metacognitive strategies. Moreover, as participants’ scores in their interpersonal intelligence test increased, they inclined toward the social strategies more. A potential positive and significant relationship between visual/spatial intelligence and memory strategies and also linguistic intelligence and determination strategies was also found out. Overall results revealed that the participants made a significant difference regarding their decisions for particular VLSs, as intrapersonal, interpersonal, linguistic, and visual learners predicted more specific and significant VLSs in comparison with other types of intelligences.</p>

The Role of Dictionary Strategy in Passive Vocabulary Knowledge Acquisition of Net Generation Students

The paper reports and discusses the findings of a study conducted to assess the role of dictionary strategy in passive vocabulary knowledge acquisition of the Net Generation students. The Net Generation students are students who consider computers a natural part of their environment. Passive vocabulary knowledge is usually defined as what one needs to know about a word in order to use it in reading and listening. The dictionary strategy is made up of three sub-strategies namely using the strategy for comprehension, the extended dictionary strategy, and the looking-up strategy. Vocabulary Learning Questionnaire is used to measure the preference level of the dictionary strategy as one of the vocabulary learning strategies. Simultaneously, the Net Generation students’ passive vocabulary knowledge is assessed using the Vocabulary Levels Test. 360 university students aged between 18 to 21 years old are involved. Though generally the dictionary strategy is preferred by the students as one of their vocabulary learning strategies, it has a negative correlation with the passive vocabulary knowledge. Out of the three sub-strategies, using dictionary strategy for comprehension and extended dictionary strategy establish negative correlations with the passive vocabulary knowledge. Nevertheless, the looking-up strategy has a positive correlation. Further discussion focuses on the possible reasons why guessing strategy does not work for them.

The Impact of Two Types of Vocabulary Preparation on Listening Comprehension, Vocabulary Learning, and Vocabulary Learning Strategy Use

Considering previous studies of the impact of vocabulary preparation before listening comprehension, this research investigated the impact of oral and written pushed output as two types of vocabulary preparation on listening comprehension, active and passive vocabulary learning, and vocabulary learning strategy use. Forty-one female adult Iranian EFL students at intermediate level participated in this study. As a treatment, they received two lists of new words which were learned separately through oral and written pushed output. This was followed by tests of active and passive vocabulary and listening comprehension. They also completed a vocabulary learning questionnaire before and after the treatment to detect any changes due to the treatment. We reached three pairs of scores for each participant including two active and two passive vocabulary test scores and two listening test scores for words treated through oral and written pushed output, separately. Statistical analyses indicated that vocabulary learning through oral pushed output was more effective in promoting listening comprehension and active vocabulary learning than vocabulary learning through written pushed output. Generally, vocabulary leaning through pushed output had a positive significant effect on vocabulary leaning strategy use. However, regarding passive vocabulary learning, the two types of treatment did not make any significant difference.

The Relationships between Vocabulary Learning Strategies and Vocabulary Size among Adult Spanish Foreign Language Learners

The aim of this study is to investigate the relationships between the type of vocabulary learning strategies (VLS) adult Spanish foreign language (FL) students use at different levels of proficiency and their vocabulary size. A total of 475 college students enrolled in Spanish courses at the beginning, intermediate, and advanced proficiency levels participated in this study. The data were analyzed through quantitative methods using two measuring instruments: a vocabulary learning questionnaire used to discover students’ VLS preferences, and a vocabulary test used to estimate participants’ Spanish vocabulary size. Analyses of the data suggest that a significant relationship exits between the use of certain types of learning strategies and vocabulary size among advanced, more experienced learners, but not among beginning- or intermediate-level students. Findings suggest that less experienced Spanish FL learners may be less effective at managing their own vocabulary learning. Possible reasons are addressed.

Guessing Word Meaning from Context Has Its Limit: Why?

This study highlights the relationship between guessing strategy and the acquisition of passive and controlled active vocabulary knowledge among Malaysian university students. Two strategies make up the guessing strategy in this study namely using backward knowledge and using linguistic cues. Vocabulary Learning Questionnaire was used to measure the preference level of guessing strategy as one of the vocabulary learning strategies. Simultaneously, their passive and controlled active vocabulary knowledge were assessed using the Vocabulary Levels Test. 360 university students aged between 18 to 21 years old were involved. Though guessing strategy was preferred by the students as their vocabulary learning strategy, it does not help them in improving their passive and controlled active vocabulary knowledge. Further discussion focuses on the possible reasons why guessing strategy does not work for them. This paper concludes with a discussion on the pedagogical implications of the results.

The Relationship between Korean EFL Learners’ Vocabulary Ability and Vocabulary Learning Strategies

This study examined the relationship between EFL learners’ vocabulary ability level and vocabulary learning strategy use. The data for this study were collected from two survey instruments, a vocabulary test tool and a vocabulary learning questionnaire. The subject was a total of 450 Korean high school students and the survey was conducted from August to September of the 2006 academic year. The overall findings of the study revealed that there were some noticeable differences in using vocabulary learning strategies among three different groups. For example, the advanced and intermediate group tended to use a much wider range of vocabulary learning strategies more actively than the lower group. More specifically, the advanced group students had a tendency to employ all three of the strategies (e.g., discovery, memory, and cognitive strategies) more frequently than the intermediate and lower group students. This result indicates that the higher vocabulary achievement level students have, the more positive attitude they have in using vocabulary learning strategies, let alone the assumption that individual learners favor different strategies according to the various learner variables. To conclude, it also suggests several pedagogical implications for EFL learners, teachers, and teacher educators toward pursuing more effective L2 vocabulary acquisition in and out of the classroom.

Vocabulary Learning Strategies and Language Learning Outcomes

We aimed to establish the vocabulary learning strategies used by Chinese university learners of English and the relationship between their strategies and outcomes in learning English. We asked 850 sophomore non‐English majors at Beijing Normal University to complete a vocabulary learning questionnaire. We correlated replies to the questionnaire with results on a vocabulary size test and on the College English Test (CETBAND2). Participants reported using a wide variety of vocabulary learning strategies. In a multiple regression analysis, Self‐Initiation and Selective Attention, two metacognitive strategies, emerged as positive predictors of CETBAND2 scores. Contextual guessing, skillful use of dictionaries, note‐taking, paying attention to word formation, contextual encoding, and activation of newly learned words also positively correlated with the two test scores. However, visual repetition of new words was the strongest negative predictor of both vocabulary size and general proficiency. Furthermore, strategies aiming at vocabulary retention only related more to vocabulary size than to English proficiency. We identified 5 approaches to learning. These strategy combinations, rather than individual strategies, may have made the difference in these people's learning.