Vocabulary Learning Strategies Research Articles

Enhancing students' agency in learning anatomy vocabulary with a formative intervention design.

One of the major challenges for health science students is the rapid acquisition of a new vocabulary in anatomy comprising several hundred new words. Research has shown that vocabulary learning can be improved when students are directed to vocabulary strategies. This paper reported a study with a formative intervention design inspired by Vygotsky's method of double stimulation. In this design, the students were put in a structured situation that invited them to identify the challenges in learning anatomy and then provided them with active guidance and a range of anatomy vocabulary learning strategies that scaffolded them to work out a solution to the challenge and develop their individualized anatomy learning resources. The data were collected from surveys, pre and postquiz results, and group discussion transcripts. The results revealed students perceived one of the main challenges in learning anatomy was learning, memorizing, and remembering many new words. A key finding in our study was that the formative intervention enhanced students' agency in creating resources for learning anatomy vocabulary. In addition, the development of their understanding showed a recursive form: from concrete experiences to abstract concepts and then to concrete new practices.

Students’ Perceived Role of Rote Learning in Vocabulary Learning Strategies at Secondary Level

This paper aims to examine the students’ perceived role of rote learning strategy for learning English vocabulary at secondary level. 1497 mixed-ability public and private secondary school students of district Multan were used to gather information. Respondents in age range from 12 to 18 years. The findings were collected through the adapted questionnaires. English version with Urdu translation was administered to participants and a proportional stratified random sampling technique was implemented. Survey method of quantitative design was used in this study. The data were analyzed using descriptive and inferential statistical approaches, including Pearson's R correlations, Mean, SD, Independent samples t-test, and ANOVA. Factor analysis was also performed. Findings showed positive behavior of students’ towards using vocabulary learning strategies. It was concluded that students’ perceived the most effective role of rote learning in vocabulary learning strategies at secondary level then other vocabulary learning strategies. Significant correlation was found between students’ perception of vocabulary learning strategies and students’ perception of preferring rote learning strategy. It was found that students’ perception of vocabulary learning strategies with respect to School Sector, Gender, Group, Medium, Tehsil, Father’s Qualification and Mother’s Qualification varies significantly while students’ perception of vocabulary learning strategies based on Class and Age are not varied significantly. No statistically significant differences was found between students’ perception of preferring rote learning strategy with respect to School Sector, Class, Gender, Tehsil, Father’s Qualification and Mother’s Qualification. Furthermore students’ perception of preferring rote learning strategy based on Group, Medium and Age differs significantly.

The Correlation between Vocabulary Learning Strategies and Vocabulary Mastery

The purpose of this study is to determine the correlation between vocabulary learning strategies and vocabulary mastery. A questionnaire was distributed to students of class VIII A, B, C and D of SMP Advent Airmadidi to determine the level of use of vocabulary learning strategies and vocabulary mastery. To answer the research questions, descriptive mean analysis and Pearson Correlation Coefficient Correlation were used to answer the research questions. The research findings revealed that: (1) the level of students' vocabulary learning strategies was 3.41, indicating a moderate level; (2) the level of students' vocabulary mastery was 82.44 indicating good vocabulary mastery; and (3) the p value = 0.781, and r = 0.028, indicating that there was no significant correlation between vocabulary learning strategies and vocabulary mastery. The interpretation of the research findings shows that although there is no significant correlation between vocabulary learning strategies and vocabulary mastery, the use of various vocabulary learning strategies still contributes positively to students' vocabulary mastery. Therefore, teachers can expand the vocabulary learning strategies they use in the classroom, as well as provide more focused support to students in choosing and applying strategies that suit their individual learning strategies

A Movie Method Proposal to teach vocabulary for “Nuevo Rocafuerte High School” EFL Students

The research conducted at Nuevo Rocafuerte High School evaluated the efficacy of the Movie Method, which is an app for learning English that focuses on English vocabulary development for tenth-year EFL students. Methodologically, the research integrated surveys with test performance analysis to gauge the impact of digital tools on language acquisition at the A1 proficiency level. Results demonstrated a marked preference for digital learning, with 60% of students favoring movie-based methods over traditional vocabulary learning strategies. The adaptability of the Movie Method was a significant factor, reflected in its high average score for enhancing vocabulary retention and understanding of difficult words. Despite initial reductions in participation due to unfamiliarity with the method, engaged students displayed considerable gains in vocabulary comprehension and usage, affirming the potential of such applications in bolstering language proficiency. The study underscores the importance of integrating mobile technology in educational strategies and the necessity of accessible, user-centered educational resources. Further investigation is required to corroborate these findings and assess the long-term impact of digital tools in diverse educational settings.

An Exploratory Study of Vocabulary Learning Strategies by Saudi Female First-year EFL University Students

The aim of this exploratory study is to investigate the vocabulary learning strategies (VLSs) used by 55 Saudi female freshmen students studying English as a foreign language (EFL). The participants were enrolled in their second level of English (ELI 112) in the university’s foundation program. To provide rich detailed data, the study integrated two research instruments to collect the data: a closed/open-ended questionnaire that adapted Schmitt’s (1997) taxonomy of VLSs, and a vocabulary diary learning log. The overall results of this study show that the participants used all the different VLSs at different rates. Participants tended to resort more to memory VLSs followed by determination, cognitive, social, and finally metacognitive strategies.

Scope, Strengths and Limitations of EFL Vocabulary Research in Iraq: A Country in Focus

Examining previous research plays a crucial role in informing policy decisions, educational policies, and researchers about present conditions and future endeavours. While the landscape of English as a Foreign Language (EFL) vocabulary research in Iraq remains largely unexplored, this study undertakes a systematic review of existing research to delineate its scope, strengths, and limitations. An analysis of 24 studies meeting established criteria is categorized into four research strands: (1) vocabulary learning enhancement, (2) vocabulary learning strategies, (3) evaluation of vocabulary teaching techniques, and (4) vocabulary learning achievement. Each strand is examined for its characteristics, research designs, strengths, and limitations. Findings reveal that while research in the first strand meets sampling requirements, it often lacks educational foundations, fails to track actual usage, employs inadequate effectiveness measurements, exhibits questionable learning outcomes, faces uncontrollable variables, and raises concerns about applicability. Studies in the second strand primarily target university students, sometimes overlook sampling requirements, and neglect participants’ backgrounds and personal variables. Research in the third strand adequately recruits participants but focuses solely on pre-university education, with gaps in research design regarding treatment duration. Studies in the fourth strand exhibit shortcomings in achievement measurement methods. Recommendations and suggestions for future research, derived from this systematic review, aim to address identified gaps and enhance the quality of EFL vocabulary research in Iraq.

A Study on English Vocabulary Learning Strategies of Çankırı Karatekin University Students

Purpose: The study aims to determine which and which of the English vocabulary methods are used, as well as whether the student has his/her own learning discipline, whether he/she has knowledge about vocabulary learning strategies, and whether he/she is familiar with traditional and modern methods. Method: In this study, quantitative research method was used, the "Vocabulary Learning Strategies Use Scale", which was used to determine the vocabulary learning strategies used by students in their English language acquisition, was administered to 623 participants studying at Çankırı Karatekin University 1st grade in the fall semester of the 2022-2023 academic year. Findings and Implications: In line with the findings, female participants used note-taking and repetition strategies more than male participants. Students whose mothers received graduate education used executive cognition and organizing strategies more than students whose mothers did not. Students who graduated from science high schools use repetition strategies more than students who graduated from other types of high schools. The average score of students who graduated from high schools in the Southeastern Anatolia region is higher than students who graduated from high schools in other regio Result: It shows that female students, students whose mothers have postgraduate education, and students who graduated from science high school use vocabulary learning strategies more. Originality: The study has a unique value in terms of shedding light on issues such as whether the student has own learning discipline, whether he/she is familiar with traditional and modern methods, whether he/she uses technology to improve his/her vocabulary, as well as which of the English vocabulary learning methods are used.

베트남인 학습자의 한국어 어휘 학습 전략 연구

This study aims to provide research data for effective strategy learning by finding out the frequency of vocabulary learning strategy use and variable-based strategy use aspects in Vietnamese Korean language learners. The study results displayed that Vietnamese Korean language learners employed ‘Discovery Strategies’ more than ‘Consolidation strategies’. Among six sub-strat egies, ‘Cognitive Strategy’, which is a sub-strategy of ‘Discovery Strategies’ was used a lot. When analyzing strategy use aspects depending on learner variables, such as gender, experience with vocabulary learning strategy learning and experience with other foreign language learning, male students showed a higher frequency of strat egy use than female students, but ‘Consolidation strategies’ that is a sub-strategy of ‘Memory Strengthening strategy’ was more used among female students. In relation to experience with vocabulary strategy learning, the use of strategies was bigger when students learned strategies. In relation to experience with other foreign language learning, ‘Decision Strategies’ of ‘Discovery Strategies’ was more used among learners with experience in learning other foreign languages. It is anticipated that this study would provide the direction of Korean vocabulary learning strategy education and implications for rapidly increasing Vietnamese Korean language learners.

Vocabulary Learning Strategies of English as a Foreign/Second Language

Vocabulary Learning Strategies of English as a Foreign/Second Language

Strategie uczenia się słownictwa specjalistycznego

CLIL (Content Language Integrated Learning) is defined as the integration of specific content with language learning objectives. In higher education, it refers to the simultaneously teaching academic content and language skills in a given language. The core concept revolves around the use of a second/foreign language to acquire knowledge, while while concurrently enhancing language skills and vocabulary, including the acquisition of new specialist terms. Developing the lexical subsystem as a an integral component of linguistic competence is particularly important in the process of linguistic reception and production. Vocabulary learning strategies prove invaluable in this context. The discussion on the strategy of learning lexis in a foreign language appeared in the academic literature at the end of the last century. Previously, this matter was addressed in research on learning strategies and communication strategies. In academia, knowledge of professional vocabulary and terminology is indispensable for mastering specialist content taught in a second language. Learners must not only grasp the meaning of concepts, but also employ them with precision. So how do students learn new specialist vocabulary, and which lexis learning strategies do they use? This article aims to present the results of my own research on the application of specialized vocabulary learning strategies by students of economic sciences.

Vocabulary Learning Strategies, Self-Regulated Learning, and Learners' Outcomes in primary School Pair Work


 
 This study investigates vocabulary learning strategies (VLS) used among ten primary school learners. Through video recordings, the research explores specific VLS utilized during pair work and their influence on learning outcomes, analyzed with qualitative content analysis. The research questions address the identification and utilization of VLS, the relationship between VLS usage and the ability to infer word meanings, and learner engagement in VLS usage. Findings indicate a notable co-occurrence of some strategies. Moreover, the broader the learners' prior knowledge, the more successful they were with inferring word meanings. The study also emphasizes the need for balanced VLS engagement to optimize outcomes in pair work. This research aims to create new impulses for learning/teaching vocabulary within a foreign language classroom through the targeted practice of vocabulary learning strategies. Such practice aims to facilitate students' learning processes in promoting their self-regulated learning.
 

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

Malaysian Students' Vocabulary Learning Strategies in Acquiring English as Second Language

This research aims to review the vocabulary learning strategies applied by Malaysian students in acquiring English as a second language. This research is library research. The researcher compiled the results of 5 articles about students’ vocabulary learning strategies in Malaysia. The researcher found that the most frequent strategies Malaysian students use is metacognitive and cognitive. Hopefully, these strategies can be applied by many learners in other countries to learn English vocabulary.

More is not always better? Vocabulary learning strategies instruction in online environment

ABSTRACT Prior studies have reported positive outcomes of technology-enhanced vocabulary learning and recommended self-regulated learning (SRL) as a design principle for the relevant technologies. However, there has not hitherto been any comprehensive study of the combined use of SRL and specific vocabulary-learning strategies in technology-enhanced learning environments. This study addresses this gap by conducting an experiment on the development of an educational website that promotes self-regulated vocabulary learning. Prior to undergoing a six-week training program, 120 participants were randomly assigned to one of three groups based on two vocabulary-learning strategies: (1) a lexical-inference group; (2) a dictionary-use group; or (3) a dictionary-use with lexical-inference group. Comparisons of the gain scores among the three groups revealed that the lexical-inference group demonstrated the best performance in terms of vocabulary retention, while the dictionary-use group excelled in vocabulary knowledge and reading comprehension. Additionally, simultaneous utilization of these strategies may lead to some adverse effects. These findings highlight the importance of vocabulary learners developing a clear understanding of when to employ a specific strategy, honing their ability to effectively transfer between strategies, and enhancing their proficiency in each strategy. By doing so, learners can potentially maximize the benefits derived from their vocabulary learning endeavors.

Vocabulary learning strategies in extramural English gaming and their relationship with vocabulary knowledge

Research has shown that students learning English as a foreign language can enhance their vocabulary knowledge through exposure to the target language outside of school. However, little is known about whether certain extramural activities have stronger links with vocabulary acquisition than others, and more crucially, the extent to which the vocabulary learning strategies that learners employ during extramural English encounters affect vocabulary learning outcomes. The study reported in this article investigated the relationship between the vocabulary learning strategies employed by 116 students in a Norwegian secondary school when gaming extramurally in English, their gaming frequency, engagement in other EE activities besides gaming, and their receptive and productive English vocabulary knowledge. The findings revealed that inferencing, using language references, and notetaking when gaming statistically significantly correlated with participants’ productive vocabulary knowledge, whereas only inferencing predicted their receptive vocabulary knowledge. Moreover, a negative link was discovered between playing driving games and receptive vocabulary knowledge.

A Survey Study on English Vocabulary Learning Strategies by Non-English Major Students at University of Transport and Communication Ho Chi Minh City Campus

The research was conducted based on theoretical frameworks, previous research findings, and the English learning situation of non-English major students at University of Transport and Communication Ho Chi Minh City Campus (UTC HCMC). This study is a combination of qualitative and quantitative approaches. Survey results from over 400 non-majored students at UTC HCM campus from February to May of the year 2023 showed that they are aware of the importance of English communication skills in general and English vocabulary in particular. However, their actual learning practices do not fully reflect this awareness. Furthermore, the experimental study results demonstrated the effectiveness of two proposed methods: (1) vocabulary flashcards and (2) repeated writing of words, both of which are proven to be effective and widely applicable for learners at UTC HCMC.

A review of theories, pedagogies and vocabulary learning tasks of English vocabulary learning apps for Chinese EFL learners

Abstract Among a growing body of mobile-assisted-language-learning (MALL) studies, vocabulary application (app) studies have comprised an unprecedented proportion. However, there has been insufficient discussion about the fundamental language learning theories and pedagogies underlying app design. This study aims to fill this gap by conceptualising and theorising the design of English vocabulary learning apps with a focused analysis of their task features with relation to vocabulary learning strategies (VLS), language learning theories and pedagogies. Four Chinese–English vocabulary learning apps were purposively sampled. The results show that the design of the four evaluated apps incorporates principles from four distinct language learning theories: behaviourism, input-based emergentism, sociocultural theory and information and cognitive processing theories. The four apps’ tasks and user interfaces were analysed to generate codes for task classification. These task-related codes were further classified under the categories of Schmitt’s VLS taxonomy and under pedagogical categories based on the definitions of pedagogies and VLS codes and the intended classroom practice. Vocabulary pedagogies were further linked with theories to shed light on the theoretical foundations for the apps’ use of learning tasks and VLS as well as on the pedagogical prospects of vocabulary learning apps.

BASIC PSYCHOLOGICAL NEEDS, MOTIVATION, AND FOREIGN LANGUAGE VOCABULARY LEARNING STRATEGIES AND SKILLS OF INDONESIAN UNIVERSITY STUDENTS

Foreign language vocabulary learning can be pursued if the students have motivation and interest in which psychological factors play an important role in enacting learning strategies toward increased skills. This study aims to examine the integrated process model of the BasicPsychological Needs (BPN) variable as a behavioural phenomena in relation to autonomous and controlled motivation individually or collectively toward Vocabulary Learning Strategies (VLSs) and Vocabulary Skills (VSs). A total of 186 students of one university participated in this research. The Basic Psychological Needs of Second Language Scale (BPNSLS) was employed to assess the BPN, meanwhile the Self-Determination Theory of Second Language Scale (SDTSLS) was to assess the autonomous and controlled motivation. There are three questionnaires (BPNSLS, SDTSLS, VLSs) were adopted and adapted of the previous study. The fourth research instrument was Vocabulary Level Test (VLT) version b to assess vocabulary skills. A partial least square was used to contest the research model. The structural model of the relationship between the variables of basic psychological needs, self-determination theory, vocabulary learning strategies, and vocabulary mastery, revealed that vocabulary learning strategies play a crucial role in looking at the influence of motivational orientation on vocabulary skills described in the proposed model. This study suggests that further research can explore more on how motivation relates to learning strategies in general and comparing between autonomous versus controlled motivation.

Vocabulary learning strategies of university students: The case of preparatory year students and English major students

Vocabulary-learning strategies play an important role in English language learning and acquisition. This study investigates the vocabulary learning strategies (VLSs) that university students use while they learn new words. It is an attempt to figure out whether VLSs differ across university levels. A 5-Likert scale vocabulary learning strategies-questionnaire and a semi-structured interview administered to 82 university learners (namely, 52 first-year English major male (EFL), and 32 Preparatory Year Deanship learners (PYD)). The results showed that EFL learners and PYD learners approximately share the same number of VLSs, yet the frequent use of their strategies is different. While EFL learners mostly use metacognitive strategies in learning new words, PYD learners use determination strategies most frequently. The results indicated that enrichment of the mental lexicon and autonomy in language learning are the main reasons for using some VLSs. Besides, the main reason for not using some VLSs is the unfamiliarity with those VLSs.

An Investigation of Vocabulary Learning Strategies of ESP Students

English is an indispensable language, especially in the digital age. For students who are not specialized in English vocabulary, understanding effective vocabulary learning strategies becomes crucial, helps increase their chances of being hired, and improves coherence in written and spoken communication. This study investigates the vocabulary learning strategies most and least commonly employed by ESP students. The research involved 59 participants from three majors: business administration, accounting, and tourism. Data collection was carried out through questionnaires and interviews. The findings highlight students' preference for metacognitive strategies and their positive attitude toward technology as a supportive tool for vocabulary acquisition. Additionally, cognitive and memory strategies linked to learned vocabulary were occasionally utilized. The implications of this research extend to teachers, students, and curriculum designers, providing insights for developing appropriate methods to enhance ESP vocabulary learning.