Investigating English Students` Vocabulary Learning Strategies at Raden Intan State Islamic University (original) (raw)
Related papers
Vocabulary Learning Strategies: A Case of Jordan University of Science and Technology
2012
The present article represents the various vocabulary learning strategies employed by Jordanian students at Jordan University of Science and Technology (JUST). The main purpose of this study was to investigate and find out the frequency of employing vocabulary learning strategies of learners of English as a foreign language in Jordan. For this purpose, a questionnaire containing fifty-nine items was administered to the students of Jordan University of Science and Technology. The results of this study were analyzed by using the Statistical Package for Social Sciences (SPSS). The results indicated that determination strategies were the most frequently used vocabulary learning strategies among JUST students. On the other hand, metacognitive strategies were found to be the least frequently used vocabulary learning strategies among the students.
Advances in Language and Literary Studies, 2016
The primary purpose of this research is to investigate the vocabulary learning strategies employed by the undergraduate students of Sardar Bahadur Khan Women's University (SBKWU) and University of Balochistan (UOB), Quetta, Pakistan. A quantitative design was employed in this study to answer the two research questions of the present study. The quantitative data was obtained from the responses of 180 undergraduates in a questionnaire adapted from the study by Noor and Amir (2009) on vocabulary learning strategies proposed by Gu and Johnson (1996). The questionnaire comprised of 45 close-ended items on four broad vocabulary learning strategies, metacognitive regulation strategy, cognitive strategy, memory strategy, and activation strategy. Descriptive statistics was run in SPSS to obtain the results. The independent-samples t-test was run to test for statistically significant differences if any in the use of vocabulary learning strategies across the undergraduates of two universities. However, cognitive regulation strategy, and activation strategy emerged as the most influential source of learning new English words. The findings also revealed that there were no statistically significant differences found in practicing vocabulary learning strategies between undergraduates of SBKWU and UOB. The findings of the study have implications on enhancing teaching and learning by acquainting students with vocabulary learning strategies that can enhance their vocabulary in English language and can result to boost up their proficiency in this language.
A Survey on Vocabulary Learning Strategies: A Case of Iranian EFL University Students
Journal of Language Teaching and Research, 2013
This study aims at investigating what strategies are more or less common for learning vocabulary among EFL university students at Hakim S abzevari University in Iran. A questionnaire adapted from the taxonomy of vocabulary learning strategies (VLS) developed by S chmitt (1997) was administered to 74 EF L students (18 males and 56 females).Moreover, semi-structured interviews were also carried out with ten students who completed the written questionnaire to obtain more information about their beliefs and attitudes dealing with vocabulary learning strategies. The results revealed the following order of strategy use by the students from the most frequent to the least frequent one: determination (DET), cognitive (COG), memory (MEM), metacognitive (MET), an d social strategies (SOC). In particular, findings indicated that guessing from context and dictionary use strategies were the most popular strategies, while asking the teacher or peers for meaning were rarely used.
A Study of Vocabulary Learning Strategies Among Undergraduate Learners of A.M.U
US-China Foreign Language
One of the most important challenges that learners face during the process of second language learning is learning vocabulary. Vocabulary has been recognized as crucial to language use in which insufficient vocabulary knowledge of the learners lead to difficulties in second language learning. Thus, in the case of learning vocabulary in second language, students need to be educated with VLS (vocabulary learning strategies). For this study, we used Schmitt's (1997) classification of VLS that are classified as determination, social, memory, cognitive, and meta-cognitive strategies. The main purpose of this paper is to examine and investigate the use of current vocabulary teaching and learning strategies among undergraduate learners at A.M.U. (Aligarh Muslim University). The paper first reviews the problems encountered by learners in learning language due to lack of vocabulary. It then discusses some common VLS. Based on the aim of this study, it was decided that the best method for this investigation to better understand the use of VLS by these particular students is to adopt the quantitative research design. The present study, by the use of questionnaire has investigated the second language vocabulary learning situation among 46 undergraduates in terms of their perspective of vocabulary learning, strategy use. Furthermore, statistical analysis of the data revealed that memory strategy was found as the most frequently used strategy whereas metacognitive strategy as the least frequently one. It indicated that the participants of the current study need more training on VLS to become more familiar with all types of VLS. Effective vocabulary learning and teaching strategies need to be incorporated into learners' vocabulary learning process.
Vocabulary-learning strategies play an important role in English language learning and acquisition. This study investigated the vocabulary learning strategies (VLSs) used by Saudi university students when learning new words. The objective is to analyse the differences in using VLSs across university levels. A VLSs questionnaire and a semi-structured interview were administered to 84 university students comprising 52 first-year English Major (EFL) male, and 32 Preparatory Year Deanship (PYD) male students. The results show that there is a difference in the frequency of use of VLSs among university students. PYD students show a higher interest in using Determination strategies for learning new English language words. In contrast, EFL students prefer using Metacognitive strategies. The results also indicate that enrichment of the mental lexicon and autonomy in language learning are the main reasons for using some VLSs. The main reason for not using some VLSs is the students' unfamiliarity with those VLSs..
American International Journal of Humanities, Art and Social Sciences, 2020
Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students' VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners' vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.
Advances in English Linguistics, 2013
The present study was conducted to find out the effect of Metacognative strategy as a vocabulary learning strategy on reading comprehension skill. To fulfill the purpose of the study, a language proficiency test was administrated to 120 male and female university students who studied in a course other than English as their major in Omidiyeh Islamic Azad University. Ultimately, sixty pre-intermediate students were selected and assigned into two experimental and control groups. The experimental group was taught vocabulary through Metacognative strategy for developing their vocabulary storage in reading comprehension. After ten sessions of treatment, the two groups were given a post-test of an achievement vocabulary test. Data analysis was conducted through samples t-test statistics. It demonstrated that the experimental group who utilized Metacognative vocabulary learning strategies outperformed the control group.
An Exploratory Study of Vocabulary Learning Strategies of Moroccan University Students
The present study investigates the use of vocabulary learning strategies used by 124 Moroccan university students of English as a foreign language, 60 males and 64 females with a consideration of gender and proficiency. Strategy use is assessed through the SILL* , and proficiency is determined by the subjects' study level. The findings are that the reported frequency of strategy use is moderate overall, with the students reporting most frequent use of compensation strategies and least of affective strategies. Female students show more frequent use of all six categories than male students, and fourth year university students employ compensation and memory strategies more often, whereas first year students employ metacognitive, cognitive, affective and social strategies more often. Cognitive strategies show the highest correlation with metacognitive and memory strategies. It is revealed that the students' gender and proficiency have a significant relationship with their use of learning strategies. Some implications of the findings are discussed along with suggestions for further research.
2020
Abstract: This article aims to describe the vocabulary learning strategies used by high achievers. The research design used in this research is descriptive qualitative. The subjects in this study were fourth semester students who were high achievers in the English Education Department. The subjects in this study were 10 students. To collect data in this study, the researcher using questionnaires to get validity of the data and interviews as supporting instruments. The questionnaire consisted of 25 multiple choices which included 6 kinds of vocabulary learning strategies according to Oxford (1990). The results of this study are high achievers using memory, cognitive, compensation, metacognitive, affective, and social strategy in learning vocabulary. Meanwhile, the strategy most often used by high achievers is the compensation strategy. The researcher offer suggestion as follows: 1) For teacher, this research can provide information related to various strategies in learning vocabulary...
Saudi English Major Freshmen Students’ Vocabulary Learning Strategies: An Exploratory Study
International Journal of Applied Linguistics and English Literature, 2017
This study aims at exploring the vocabulary learning strategies (VLSs) employed by Saudi Freshmen students majoring in English as a foreign language (EFL). The participants are 81 Saudi male students in their first semester in the English Department and Translation in the College of Language and Translation at King Saud University. Data was collected using a questionnaire which was adapted from the study of Rabadi (2016) and was analyzed using the SPSS program. The overall results of this study show that participants use all of the different vocabulary learning strategies: Determination strategies, Memory strategies, Cognitive strategies, Metacognitive strategies, and Social strategies, with different degrees of frequency. By looking at the sub-categories of the strategies the results indicate that Metacognitive strategies (mean score: 1.98/4) are the most used and/or preferred strategies by all participants, followed by Social strategies (MS: 1.91), Determination strategies (MS: 1....