Vocabulary Strategies Research Articles

Investigating EFL Learners’ Autonomous Use of Vocabulary Learning Strategies Outside of School

As communication in English relies on a robust vocabulary, high school learners must now take responsibility for independently mastering vocabulary through effective learning strategies driven by the shift toward promoting learner autonomy in modern teaching methods. Therefore, this study examines the vocabulary learning strategies that English as a Foreign Language (EFL) learners use autonomously outside of school and the factors that influence their strategy choices. This qualitative study utilizes questionnaires and semi-structured interviews involving 66 eleventh-grade students from Istiqamah High School in Bandung, Indonesia, who completed the questionnaires and 4 of whom participated in the interviews. The results of this study reveal that learners exhibit a moderate level of autonomy and use vocabulary learning strategies at a moderate level. Metacognitive strategies are the most frequently employed, followed by determination, affective, social, compensation, memory, and cognitive strategies. The study also highlights several factors that influence learners' awareness of the importance of autonomy and the use of vocabulary learning strategies, including gender—where males tend to show higher levels of autonomy and strategy use—age, with 18-year-olds demonstrating higher autonomy and 17-year-olds more actively using vocabulary strategies, and motivation, driven by personality, goal achievement, and the desire to improve language skills. Personal consistency in learning also emerged as a critical factor in learners' success in improving their vocabulary. This research implies that students may benefit from focusing on metacognitive strategies as a practical approach to learning vocabulary in English.

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.

Exploring EFL Teachers’ Strategies in Teaching Vocabulary at Senior High School Level (Case Study at SMKN 1 Barru)

The objectives of the research were to find out (1) the EFL teachers’ strategies in teaching English at Senior High School level; (2) the EFL teachers’ strategies in teaching vocabulary at Senior High School level; and (3) the EFL teachers’ problem in teaching vocabulary at Senior High School level. This research applied qualitative method. The subject of this study was an English teacher who taught at SMKN 1 Barru. The data collected were observation, questionnaire checklist and interview. The result of this study showed that (1) the EFL teacher uses five strategies in teaching English, discussion and demonstration strategies, using electronic media as a learning media, using games(applications), teaching vocabulary strategy; (2) the EFL teacher uses four strategies in teaching vocabulary to students, such as learning new vocabulary strategies independently without the help of teachers and other students, using strategies that involve teachers and other students, using strategies to remember new words or vocabulary, using games (applications); (3) the several problems faced by the teacher in teaching vocabulary, such as lack of motivation, phone dependency and self-confidence. Keywords: Teaching Strategies, Vocabulary, Teaching Vocabulary.

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.

A STUDY ON SOME STRATEGIES TO IMPROVE VOCABULARY FOR FIRST-YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION

Mastering vocabulary is one of the most critical factors that help learners improve their language proficiency. However, this also puts pressure on learners, especially language learners. This research was carried out to investigate common vocabulary strategies students use for learning the words for the first time and methods for reinforcing the learned ones. In addition, the author tried to identify drawbacks that students deal with in vocabulary acquisition. Subsequently, recommendations are provided to address the challenges encountered in vocabulary acquisition. The researcher conducted this study by analyzing related documents, delivering survey questionnaires to 46 first-year English students from class 113221, and interviewing three Faculty of Foreign Languages teachers at UTEHY. The findings reveal a diverse range of strategies students employ for vocabulary learning, highlighting both frequently utilized and underutilized approaches. Consequently, the researcher hoped that the results of this study would provide valuable insights for both learners and teachers, enabling them to adapt and optimize their learning strategies or teaching methods for enhanced progress in vocabulary acquisition.

The facilitative effect of the keyword mnemonic on L2 vocabulary retrieval practice

Keyword mnemonics and retrieval practice are two learning strategies that facilitate foreign language vocabulary learning. This study examined the combination of these strategies for learning English L2 vocabulary with a limited retrieval time. We recruited 110 Chinese college students studying English as a foreign language to investigate the effects of four learning strategies on the retention of English–Chinese word pairs: restudy, retrieval practice, imposed keyword mnemonic combined with retrieval practice, and induced keyword mnemonic combined with retrieval practice. The results revealed that when retrieval practice was constrained to two times, the final performance of the retrieval practice group did not exceed that of the restudy group; however, the combined keyword-retrieval group outperformed the restudy group, regardless of whether the keyword was imposed or induced. Furthermore, there was no significant difference in memory retention performance between the induced and imposed keyword-retrieval combinations. The findings suggest that when retrieval practice is constrained to two times, the keyword-retrieval strategy combination significantly enhances English L2 vocabulary learning compared to restudy or retrieval practice alone, and both the imposed and induced keyword mnemonics can strengthen its efficiency.

Utilization of Literacy Strategies for the Development of Students’ English Language Proficiency

This study investigated the effectiveness of literacy strategies on students' English language proficiency in vocabulary, reading comprehension, and written expression. It also sought to determine whether the students' perceived effectiveness of these strategies influenced their English language proficiency. The researchers employed a quasi-experimental and descriptive-correlational design. The participants were the 10th-grade students of Camanjac National High School. The study used parallel 45- item English pre-and posttests and a survey questionnaire to fit the purpose of the study. These tests and survey questionnaires were subjected to content validation by experts. The respondents underwent the entire procedure: the pretest, the utilization of literacy strategies, and the posttest. The researchers used weighted mean, percentage, t-test, and Spearman rank correlation coefficient in treating the data. In the pretest, the students scored below expectations in vocabulary, reading comprehension, and written expression, with mean scores of 73.42 percent, 69.27 percent, and 70.58 percent, respectively. The posttest revealed that the level of English proficiency after using literacy strategies improved to 82.19 percent in vocabulary, 81.72 percent in reading comprehension, and 82.08 percent in written expression. Furthermore, the t-test results indicate that the students' performance significantly improved. In addition, the data disclosed a significant relationship between reading strategies and the students' reading comprehension levels. However, there is no significant relationship between vocabulary strategies and the students' vocabulary level, nor between writing strategies and the students' written expression level.

The Influence of Language Strategy Use to the English Language Proficiency of Grade 11 Students: A Correlational Study

This study dealt with the influence of Language strategy use and English language proficiency of Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of Language strategy use, and English language proficiency in terms of their respective indicators, the significant relationship between Language strategy use and English language proficiency and what domains of Language strategy use substantially influence English language proficiency. Also, this study utilized a quantitative-correctional design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a high level of Language strategy use among grade 11 students in terms of listening strategy use, vocabulary strategy use and translation strategy use. Also, results showed a high level of English language proficiency in grade 11 students regarding speaking proficiency, reading proficiency and writing proficiency. In addition, there is a high correlation, and a significant relationship between Language strategy and English language proficiency. Hence, this leads to the rejection of the null hypothesis. Also, all domains of language strategy use showed high ratings as perceived by students. Thus, the students may continue to improve their Language strategy use so that they can easily learn the English language proficiency.

Strategies for learning vocabulary and its classifications

Strategies for learning vocabulary and its classifications

The Implementation of Vocabulary Strategies Employed by Teachers and Students in EFL Classroom: The Case of Oda Bultum University

The Implementation of Vocabulary Strategies Employed by Teachers and Students in EFL Classroom: The Case of Oda Bultum University

EFL Students' Strategies for Learning Academic Vocabulary with Mobile Phones at Van Lang University in Vietnam

This research has investigated how EFL (English as a Foreign Language) students use mobile applications to learn academic vocabulary in a self-directed and autonomous manner. Forty first-year students at Van Lang University taking part in the research process were divided into experimental (N=18) and control (N=22) groups. The experimental group utilized a mobile app throughout the semester, whereas those in the control group used traditional methods. Three final tests every semester were used to check the participants' newly gained vocabulary knowledge. The findings revealed that the students in both groups could enhance their vocabulary proficiency. Nevertheless, the experimental group achieved better results in all three final tests. Moreover, this group also saved significant time when using the phone to support vocabulary learning, while the control group gave unstable test results. The findings demonstrate the potential of mobile apps for independent academic vocabulary acquisition and provide impacts on EFL vocabulary learning.

LIKARI (Five Words in A Day) Application to Improve Vocabulary Mastery in Japanese Language Learning

Students experience several obstacles in understanding and mastering Japanese vocabulary. Students need to have appropriate and exciting strategies for learning vocabulary. Therefore, this research aims to develop interactive learning media using an Android-based application called "Likari." This application has a specific goal of using a method of mastering five Japanese vocabulary words in a day. This research uses Research and Development (R&D) research using the Borg & Gall development model. Data collection methods use observation, questionnaires, and tests. Field trials were conducted on a small scale on 34 class XI students. The experts involved in this research were 2 material experts and 2 media experts. The techniques used to analyze data are qualitative descriptive analysis, quantitative, and inferential statistics. Research shows that the "Likari" application is suitable or valid for school learning. The research results show that media experts assessed the implementation at 92%, and material experts rated it at 87%. The application is also included in the convenient category with a score percentage of 92%. Using the "Likari" application effectively improves students' mastery skills in learning Japanese, where the N gain score is 73.76%.

The effect of vocabulary learning strategy training on vocabulary strategy use

Nowadays, it is recommended to train students on how to learn vocabulary, for it is not practicable to teach all the English language words. The purpose of this article was to find out the effect of vocabulary learning strategy training on vocabulary learning strategy use of university students. The research design used in this study was experimental. 40 students (20 students in each group) from both experimental and control groups completed the adapted Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) before and after the vocabulary learning strategy training. After the students completed the pre-training questionnaire, only the experimental group learners received vocabulary learning strategy training for 16 hours. The researcher prepared the vocabulary strategy training material by integrating the vocabulary lessons incorporated from different books. Paired samples t-test was computed on SPSS version 24 to find out if there was a statistically significant difference between the experimental and control groups regarding vocabulary learning strategy use. The study found that the experimental group participants improved their vocabulary usage significantly better than the control group participants in the five among six major categories of vocabulary learning strategies (less than the p-value of 0.05). Future researchers can study the effect of training in learning strategies of other language skills and sub-skills and can improve their strategy usage. One of the significance contributions of this study could be curriculum designers might employ this article as an input to incorporate vocabulary learning strategies into English language training materials and improve students’ vocabulary strategy use.

Semantic pattern recognition of special English words based on data corpus technology

Abstract This paper first researches special English vocabulary teaching defines special English vocabulary definitions and characteristics based on special English usage, and proposes strategies for learning special English vocabulary. The study involves studying the semantic recognition of special English using data corpus technology. Based on data corpus technology, the semantic structure of English vocabulary is analyzed according to Chinese analysis and word vectors, and to facilitate the extraction of English semantic features, IOB2 labeled training corpus is needed. Then, the CRFs network algorithm in the data corpus technology is used to construct the special English semantic recognition model, the lexical annotation set is refined on the preprocessing, and at the same time, the semantic features are added to the recognition model of CRFs mainly used to recognize the noun phrases of gerund class and the experimental analysis is carried out on the recognition of the semantic patterns of the special English vocabulary. The results show that among high school students with high English semantic recognition ability, the correlation coefficient between their aggregates and reading level is 0.753, the correlation coefficient between collocated phrases and reading level is 0.772, and there is a high correlation between the ability to recognize aggregates, collocated phrases, and sentence framing phrases and reading level. This study is designed to improve the efficiency of English reading and communication and has a facilitatory effect on recognizing English lexical semantic patterns.

SURVEY ON VOCABULARY LEARNING STRATEGIES OF HIGH–QUALITY ENGLISH STUDIES PROGRAM STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

This research study aimed to investigate the usage of vocabulary learning strategies among English Studies students at Can Tho University (CTU), specifically those under the high-quality program at the School of Foreign Languages (SFL). The primary objective of the study was to identify the most commonly used strategies for learning English vocabulary and to compare the similarities and differences in how these strategies were applied among students by academic year. A total of 200 survey responses from SFL, CTU got involved in the study, and 12 of whom joined a semi-structured interview. The data gathered were analyzed using both descriptive and inferential statistical techniques. The results of this study provided insights into effective vocabulary learning strategies and would facilitate the improvement of English language teaching and learning practices at the university level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0031/a.php" alt="Hit counter" /></p>

Effect of Explicit Teaching of Vocabulary Strategies on EFL Learners’ Recall and Recognition of Academic Words

Objectives: This study aimed at investigating the effect of the explicit teaching of vocabulary strategies on 202 EFL learners’ improvement of receptive vocabulary knowledge in terms of meaning recall and recognition of academic words. Methods: This mixed-methods study consisted of two phases: quantitative and qualitative. In the first phase which was a quasi-experimental design with two groups (experimental and control), all students responded to an adapted vocabulary test that has multiple choice and multiple matching questions. Through focus group interviews with some participants in the experimental group, qualitative data on students’ perceptions of the effectiveness of explicit teaching of vocabulary strategies were collected. While the quantitative data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA), the interviews were transcribed and analysed thematically. Results: The results of the study revealed that the explicit method of teaching vocabulary strategies was effective in improving students’ vocabulary knowledge in terms of both meaning recall and recognition of academic words. Conclusions: Thus, the explicit method of teaching vocabulary strategies can be recommended for EFL learners in academic reading courses.

Exploring Learning Strategies for Vocabulary Development: A Comparative Study of Two Universities of Sindh, Pakistan

The leading purpose of the research is to investigate the vocabulary learning strategies employed by the undergraduate students of Shah Abdul Latif University Khairpur (SALU) and university of Shaheed Benazir Bhutto (SBUSBA), Shaheed Benazir Abad, Sindh, Pakistan. The study is designed as quantitative approach to answer two research questions of current study. The responses received from 150 students as part of this study. The base of questionnaire is on vocabulary learning strategies and it is adopted. The survey contains 40 close ended items. It covers four extensive English learning Vocabulary strategies, Memory strategy, Cognitive strategy, Metacognitive regulation strategy and Activation Strategy. The descriptive statistics is used to get results. The T-test samples used to observe the statistically significant variations in undergraduate students of two universities. However, two strategies appeared most influential in learning of English Vocabulary, Activation and Metacognitive strategy. The findings revealed that existing vocabulary learning strategies yields no statistical changes among undergraduates of SALU and SBUSBA. The recommendations’ set for implications to enhance teaching and learning technique. To teach and learn English Vocabulary learning strategies that may boost up the proficiency level of second language learners.

Pedagogical Implications in EFL Classrooms: A Reflective Praxis of Vocabulary Strategies and Techniques

Teaching vocabulary is a challenging ordeal, not only because of the vastness of vocabulary but also because it takes much effort to enable the students to acquire the meaning with their correct usage. The study uses qualitative research to elaborate strategies that can be implemented in EFL classrooms to teach vocabulary-based content. The present study has highlighted the meaning of reflective praxis in the teaching-learning process and how the process of reflection ultimately has a desirable impact on both the teachers and the students. The researcher has adopted the pragmatic approach as the paper emphasizes the possible difficulties teachers and students can face in teaching and learning vocabulary. The article foregrounds problems and is followed by their practical solutions in pedagogy. The study proposes a problem-solving approach to teaching vocabulary in EFL classrooms. It focuses on improving the lexical competence of the learners, which is considered one of the most essential components of language building.

The Relationship Between Chinese EFL Learners’ Foreign Language Writing Enjoyment and Writing Vocabulary Strategy

As an important aspect of second language learning, vocabulary has traditionally been the focus of foreign language writing instruction. However, since the introduction of positive psychology into the field of second language acquisition, research on learners’ writing vocabulary strategies from this perspective has not been abundant. The purpose of the present study is to explore the relationship between high school students’ foreign language writing enjoyment and writing vocabulary strategy. The results show that there is a significant positive relationship between senior high school students’ foreign language writing enjoyment and their writing vocabulary strategy, and that two factors: teacher appreciation and personal enjoyment have significant predictive effects on their writing vocabulary strategy. This suggests that positive emotions of both teachers and learners themselves can help to improve learners’ vocabulary application.

Incidental Vocabulary Learning and Retention in Education-oriented L2 Communicative Tasks

Vocabulary learning is pivotal for language learning as it is a cross-sectional aspect related to both receptive and productive skills. L2 vocabulary learning has given way to a substantial body of research in which the role of implicit and explicit instruction has been central. Bearing in mind the importance of communicative tasks as sources for vocabulary learning, this study will explore how vocabulary presented with context and without context is retained. 39 undergraduate students were assigned to each of these conditions, and after performing a communicative task which included a warm-up activity with a set of 15 target words, they completed a word meaning test (post-test) and repeated the same test after two weeks. The data gathered was analyzed using a quantitative approach. Findings indicate that the type of vocabulary test with context-embedded words is more effective for vocabulary retention in the short term. Nevertheless, multi-word items were better identified with the no-context vocabulary test, a finding supported by previous research. The present study raises the possibility that different vocabulary strategies are used by EFL learners, and that warm-up activities may contribute to L2 vocabulary learning.