Use Of Vocabulary Learning Strategies Research Articles

An Empirical Study on Productive Vocabulary Acquisition Under Hypertext Reading

This research aims to examine the effect of hypertext reading on productive vocabulary acquisition, and investigate how other influential factors mainly including students’ English proficiency and their use of vocabulary learning strategies affect the outcome of productive vocabulary acquisition. Both quantitative and qualitative research methods are adopted in this study. A test and a questionnaire survey were conducted. Two parallel classes of English major, who are all sophomores, are randomly selected as the control group and the experimental group respectively. According to the results of analysis, some conclusions are drawn. First, though participants can acquire productive vocabulary both in traditional reading and hypertext reading, hypertext reading is more effective. Second, the effectiveness of hypertext reading in productive vocabulary acquisition is more significant for learners of extremely high/low English proficiency than those of intermediate level. Third, vocabulary learning strategies that are employed influence the effect of hypertext reading on productive vocabulary acquisition.

An Empirical Study on Vocabulary Learning Strategies by Jordanian FFL University Students

Abstract This study explores the use of Vocabulary Learning Strategies (VLSs) by Jordanian undergraduate students majoring French as a Foreign Language (FFL) at Jordanian universities. The vocabulary learning strategies (Memory, Determination, Social, Cognitive, and Metacognitive) were used in this study following Schmitt’s taxonomy. A five-point Likert-scale questionnaire containing 37 items adapted from Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) administered to 840 FFL undergraduates randomly selected from seven Jordanian universities. The descriptive analysis showed that the participants of the study regardless of their year of study were medium strategy users overall. The results revealed that Memory strategies were the most frequently employed strategies, whereas the Social strategies were the least frequently used ones. Although the participants were medium strategy users, the results of the VLSQ disclosed that some individual strategies were employed at a high level. Accordingly, detecting these strategies will be beneficial to language instructors to improve effective vocabulary teaching techniques and to motivate language learners to use them more frequently.

Awareness-Raising of Vocabulary Learning Strategies: Does It Make a Difference?

This study presents the results of the impact of a short training on vocabulary learning strategies (VLSs). The aim was to raise participants’ awareness of a wide range of VLSs and consequently to encourage and motivate them to utilize these strategies in their vocabulary learning. The participants were 29 Saudi male students in their first semester majoring in English as a foreign language in the Department of English and Translation in the College of Languages and Translation at King Saud University, Saudi Arabia. The data collection tool was a questionnaire which consists five main categories of VLSs with 8 sub-strategies under each type with a total of 40 sub-strategies. The same questionnaire was administered twice: before and after training. The results showed an awareness-raising impact as reflected in the increase use of VLSs following the training. The increase was in all five strategy categories with statistically significant differences in three categories; Determination, Memory, and Cognitive strategies. Furthermore, the participants of this study reported that they benefited a lot from the training and they not only increased their exploitation of the strategies in this course but this training led them to utilize these strategies in other courses, such as reading and grammar. Although the training was short, the effect was evident, thus it is assumed that longer period of training will be conducive to better results in terms of the use of VLSs and consequently vocabulary knowledge. It is recommended that such intervention should be implemented in other courses as an initial step in understanding learning strategies in general with the goal of enhancing learners’ autonomy in different types of learning strategies.

Awareness-Raising of Vocabulary Learning Strategies: Does It Make a Difference?

This study presents the results of the impact of a short training on vocabulary learning strategies (VLSs). The aim was to raise participants’ awareness of a wide range of VLSs and consequently to encourage and motivate them to utilize these strategies in their vocabulary learning. The participants were 29 Saudi male students in their first semester majoring in English as a foreign language in the Department of English and Translation in the College of Languages and Translation at King Saud University, Saudi Arabia. The data collection tool was a questionnaire which consists five main categories of VLSs with 8 sub-strategies under each type with a total of 40 sub-strategies. The same questionnaire was administered twice: before and after training. The results showed an awareness-raising impact as reflected in the increase use of VLSs following the training. The increase was in all five strategy categories with statistically significant differences in three categories; Determination, Memory, and Cognitive strategies. Furthermore, the participants of this study reported that they benefited a lot from the training and they not only increased their exploitation of the strategies in this course but this training led them to utilize these strategies in other courses, such as reading and grammar. Although the training was short, the effect was evident, thus it is assumed that longer period of training will be conducive to better results in terms of the use of VLSs and consequently vocabulary knowledge. It is recommended that such intervention should be implemented in other courses as an initial step in understanding learning strategies in general with the goal of enhancing learners’ autonomy in different types of learning strategies.

An Analysis of Vocabulary Learning Strategies Employed by Thai EFL Undergraduates: Dictionary Use

As a number of researchers in Thailand have investigated the use of vocabulary learning strategies by Thai learners at all levels, it is now worth specifically looking at how undergraduates learn new vocabulary words since these learners are considered more mature and might have learned more strategies compared to those with lower levels of education. In this article, the VLS taxonomy from Schmitt (1997) is emphasized with an aim to recognize possible links among the results from various studies on the use of VLS by Thai learners at a university level. Among the various research studies the writer looked at, only five of them with a VLS questionnaire adapted from Schmitt’s (1997) were selected to be presented in this paper. The findings all revealed that Thai EFL undergraduates prefer using a bilingual dictionary to other vocabulary strategies in their attempt to comprehend the meaning of the target word. This not only affirms the learners’ preference but also reflects how they were involved in VLS instruction throughout their lifelong learning. Hence, this article provides some thoughts concerning the popularity and benefits of bilingual dictionaries. Also, Thai lecturers can make use of the findings to improve their VLS instruction and inquire further as to whether this strategy is still a top ranking one in long-term observations in order to be better able to handle effective VLS instruction.

Use of Vocabulary Learning Strategies in Turkish as a Foreign Language Context

Since the 15th century, when the Turkish language initiated its adventure as a taught foreign language, we have come a long way. In a parallel way, with the increasing demand of Turkish as a Foreign Language (TFL), Turkish language pedagogy has been continuing to improve adjusting to the new trends in language teaching in the world. The ultimate aim of learning a language is that effective communication cannot be actualised without knowledge of substantial vocabulary. Vocabulary learning and teaching, from a ‘grammaticalized lexis (Lewis, 1993)’ perspective forms a crucial part of foreign language development, and thus, Vocabulary Learning Strategies (VLS) - rooted in cognitive and psycholinguistic research paradigms - are of utmost importance (Lewis, 1993; Nyikos and Fan, 2007). With all these in mind, this study aims to investigate the vocabulary learning strategies employed by 155 international students studying Turkish preparatory year programme at the Turkish Language Learning Centre (TÖMER) of a state university in Turkey. Descriptive results reveal that lower proficiency groups (A1 and A2) employ VLS strategies more than B2 level group does. Memory, Affective and Social Strategies are found to be the most frequently used strategies. One-way ANOVA results reveal that there is a statistically significant difference among proficiency levels of the participants. With respect to gender, t-test results show a difference for one type of strategy employed. The results are discussed in terms of significance and association with previous research. In the end, suggestions and implications are given for stakeholders of learning and teaching TFL.

The Use of Vocabulary Learning Strategies by Pre-Diploma Students at UiTM

The study investigates the vocabulary learning strategies (VLS) used by Mengubah Destini Anak Bangsa (MDAB) pre-diploma students at the Machang Campus of Universiti Teknologi MARA Kelantan (UiTMCK). For this purpose, a Vocabulary Learning Strategies Questionnaire (VLSQ) based on Schmitt’s (1997) Vocabulary Learning Strategies Taxonomy was administered to 76 MDAB pre-diploma students. The findings revealed that the students were medium users of VLS who used metacognitive strategies most frequently and cognitive strategies least frequently. The findings also revealed that there was no significant difference in the use of VLS among the male and female students. However, the results of Independent Samples T-test in the use of individual items for all VLS categories revealed significant difference in the mean scores of several strategies.

VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

Investigating of Vocabulary Learning Strategies Used by Undergraduate Students

The present study aimed to investigate Vocabulary Learning Strategies (VLSs) used by undergraduate students (S1) of 6th semester and how they learned or acquired VLSs. In addition, the study compares the use of VLSs between low and high achievers of undergraduate students that consisted of 30 students. An explanatory sequential mixed research method was implemented in this study. The corroboration was used employing a questionnaire adapted from Schmitt’s taxonomy (Classification of VLSs) as the instruments. As for the qualitative approach, the writer conducted interviews to explore how the students acquired VLSs. The research report showed that the mean score indicated the uses of Determination strategies are most frequently used by both of achiever. Likewise, the least frequently used vocabulary learning strategy was Social strategies (Consolidation). There were no great differences found in using vocabulary learning strategies between the low and high achievers and they learn the most frequently used strategy in several situations such as, course, organization, English club, media, and etcetera. Effective vocabulary learning and teaching strategies need to be incorporated into students’ vocabulary learning process.

Student responses to vocabulary learning strategies on an ESAP course

Broadening vocabulary in a second language is often a key aim for students on language courses. This is especially the case for students who need to learn subject-specific academic vocabulary. There has been substantial research that focuses on the use of corpora for informing vocabulary instruction and materials development. However, selecting vocabulary from such lists and predicting the vocabulary gaps that students may have can be very challenging, particularly when the students have diverse educational and professional backgrounds. In response to this, the present study proposes and explores attitudes in relation to the use of vocabulary-learning strategies as part of a wider syllabus for students on an ESAP course. The findings of this research are particularly relevant to language teachers and course developers.

Vocabulary Learning Strategies Used by Medical Students: Croatian Perspective

<p>In order to be able to fully develop their academic and professional competencies, medical doctors (MDs) need to be highly proficient in English, which, among other things, implies the acquisition of vocabulary as an essential part of language knowledge. The current study aims at exploring vocabulary learning strategies (VLS) employed by freshman and sophomore medical students at the University of Split School of Medicine, Croatia. In particular, it focuses on (a) most and least frequently used VLS; (b) relationship between VLS subscales and different types of vocabulary knowledge; (c) differences in the mean strategy use between male and female students, and among low-, middle- and high-scoring students. The instruments used in the research were adapted version of the VLS Questionnaire (Pavičić Takač, 2008, p.152) and a vocabulary test designed by the author. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL) strategies and some individual formal vocabulary learning (FVL) and spontaneous vocabulary learning (SVL) strategies. Although students were not in favour of FVL at the level of the category as a whole, the results showed that the more frequently they employed FVL strategies, the better they scored on vocabulary tasks measuring controlled-productive type of vocabulary knowledge. Correlations revealed that female students used SI-IVL and FVL strategies significantly more often than their male counterparts. Results also suggest that there are no statistically significant differences in the mean VLS use among low-, middle- and high-scoring students. In conclusion, the results of this study provide a preliminary insight into the VLS used by medical students and their effect on students' vocabulary learning outcomes as well as into differences by gender and vocabulary proficiency. Since findings have proved rather inconclusive, these research questions need to be further investigated.</p>

Receptive Vocabulary and Learning Strategies in Secondary School CLIL and non-CLIL Learners

In recent years, vocabulary has risen up as a key issue in Second Language Learning (cf. Jiménez Catalán & Terrazas Gallego, 2005; Siriwan, 2007; Boers & Lindstromberg, 2008; Schmitt, 2008, 2010). Moreover, CLIL, the acronym for Content and Language Integrated Learning, as an educational approach in which content subjects are taught through a foreign language, has seen a surge in the different educational systems all throughout Europe. The present piece of research aims to present a study about the use of vocabulary learning strategies and their relation to the receptive vocabulary size of secondary school learners. In order to explore this issue, two groups (one CLIL and one non-CLIL) of students from Extremadura were asked to answer two different questionnaires: a Yes/No test (Meara, 2010 [1992]) and a vocabulary learning strategies test (adapted from Schmitt, 1997). The data obtained was analyzed with two specific objectives in mind: to look for differences between the learner groups regarding their use of strategies and between their levels of receptive vocabulary. Results show differences between both groups not only in their receptive vocabulary size, but also in their use of vocabulary learning strategies. From the results of this study, it can be concluded that CLIL instruction seems to benefit the acquisition of foreign language and may also have an influence on the use of certain vocabulary learning strategies.

Vocabulary Learning Strategies of Libyan Learners of Omar Almukhtar University, Derna

Studying previous literature, it is found that some surveys promote teaching specific types of learning strategies to help learners in vocabulary acquisition. However, there was few studies concentrated on EFL Libyan learners. Therefore, this paper aims to address the vocabulary learning strategies used by Libyan Learners at Omar Almokhtar University and the correlation between the strategies they utilize and their English proficiency level. 26 male and female majors were asked to complete a vocabulary questionnaire. Participants reported using a number of vocabulary strategies: words cards, using dictionaries, repeating new words, and using notebooks. It essentially attempted to investigate the following: I- the relation between the use of various vocabulary learning strategies with both learners' English proficiency and the evaluation of their vocabulary. II- See whether there is a correlation between the number of used strategies and gender aspect. III- Promote the most useful and successful strategy. It found that learners ' proficiency level improves at the same time as they use more learning strategies. In terms of gender aspect, Libyan male students use more strategies than females. In addition, they differ in using specific types of strategies; for example, males use strategies of repeating new words and word cards in comparison with girls who overwhelmingly use dictionaries. This survey concluded that the technique of using dictionaries is the most efficient strategy in vocabulary learning.

Promoting the use of metacognitive and vocabulary learning strategies in 8th graders

This paper reports on the results of a strategy training experience on a group of 30 A1-eight graders from two public schools in Colombia. Our goal was to identify how the development of metacognitive and vocabulary learning strategies, executed through a WebQuest, influenced the students’ performance in a vocabulary-learning task and their levels of learning autonomy. Data were analysed following the grounded theory approach. The results showed increases in the percentage of students using learning strategies, the adoption of metacognitive behaviours and levels of learner autonomy. Therefore, we propose that classroom practices should incorporate a greater degree of strategy training, mediated by Web-based tools, to help students achieve higher levels of learning control and to develop skills that can be transferred to other learning situations.

The Relationship between Iraqi EFL Learners’ Vocabulary Learning Strategies Use and Their Receptive Vocabulary Size

This study investigated the relationship between Iraqi English as a Foreign Language (EFL) learners’ vocabulary learning strategies (VLS) and vocabulary size (VS). Participants included 118 EFL learners at Sulaymaniyah University in Iraq, all of whom were studying in the School of Basic-Education English Department. Two instruments were employed to collect data: a VLS questionnaire designed by Schmitt (1997) was administered in order to determine the range and frequency of VLS use, and a four-level (2000, 3000, 5000 and academic word list) vocabulary learning test (VLT) designed by Schmitt, et al. (2001) was used to measure learners’ receptive vocabulary size. The aim of this study was to determine the kinds of strategies learners utilized as well as their relationship to students’ VS. The results demonstrated that students utilized consolidation more frequently than discovery strategies. Moreover, the most frequently utilized VLS was studying the sounds of new words, while the least frequent one was working in groups to discover the meanings of new words. In terms of total VLS, the students can be considered as moderate VLS users (M= 3.003). The results of correlation analysis revealed that there exist positive, negative and sometimes no relationships between learners’ VLS and VS. Finally, the findings of multiple regression analysis concluded the R Square value to be (0.284), which means that the predicted variables could account for 28.4% of the participants’ levels of receptive VS.This study concluded that systematic and appropriate strategies support learners to increase their VS.

The Use and Evaluation of Vocabulary Learning Strategies among Sudanese EFL Learners

The Use and Evaluation of Vocabulary Learning Strategies among Sudanese EFL Learners

Investigating the Usage of Vocabulary Learning Strategies among High and Low Proficiency Malay Undergraduates

This study aims to determine and compare the types of Vocabulary Learning Strategies (VLS) use by Malay students with high (HPML) and low proficiency (LPML) in Mandarin as a foreign language (MFL) in the Malaysia tertiary education context. This research was conducted base on a quantitative approach and it involved 330 respondents. Results from the analysis of collated quantitative data showed that the HPML used VLS at high frequency level, whereas the LPML used them at medium frequency level. Besides, the findings also revealed that the HPML students tend to use “recall the meaning of Mandarin words” strategy; whereas those from the LPML frequently used strategy such as “saying new Mandarin words repetitively”. The findings show that students from both the HPML and LPML groups rarely use “flash cards to learn new Mandarin words”. The findings of the study were also used to outline pedagogical, theoretical and methodological implications.

実証的研究論文 Factors Affecting Vocabulary Learning Strategy Use Among Underprepared College Students

実証的研究論文 Factors Affecting Vocabulary Learning Strategy Use Among Underprepared College Students

高校1年生の「語彙サイズと語彙学習ストラテジーとの関係」の一考察

高校1年生の「語彙サイズと語彙学習ストラテジーとの関係」の一考察

The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary.