A Survey on Vocabulary Learning Strategies: A Case of Iranian EFL University Students (original) (raw)
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Vocabulary levels and vocabulary learning strategies of Iranian undergraduate students
This study tries to investigate the vocabulary learning strategies and vocabulary level of Iranian EFL learners and any potential relation and contribution between these two variables. The research design of the study was quantitative method and the population of the study was Iranian junior EFL students. Thus, 238 participants-both male and female-were selected from Semnan universities according to random cluster sampling. Schmitt's vocabulary learning strategies questionnaire (VLSQ) and nation's vocabulary level test (VLT) were used to collect data. The resultsshowed that Iranian junior EFL students were medium strategy users with overall strategy mean score of 2.99. It indicated that the participants of the current study need more training on vocabulary learning strategies to become more familiar with all types of vocabulary earning strategies. Furthermore, memory strategy was found as the most frequently used strategy and cognitive strategy as the least frequently one. The descriptive statistics showed that students had sufficient vocabulary knowledge at 2000 and 3000 word levels. However, they did not have sufficient vocabulary knowledge at 5000, 10000, and academic vocabulary levels. The results indicated significant relationship between all vocabulary learning strategy and overall vocabulary level of the students. However, the strongest correlation was found between memory strategy and overall vocabulary level and the weakest correlation was found between social strategy and overall vocabulary level of Iranian EFL university students. It was found that all vocabulary learning strategy contributed to the overall vocabulary learning of the student. The highest contribution was related to memory strategy and the lowest to social strategy.
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.
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..
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.
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.
2021
The purpose of this study was to determine the types of Vocabulary Learning Strategies (VLS), the most and least frequently used VLSs by female and male students, and the types of VLSs chosen to address vocabulary learning problems. This study employed a survey technique. The population for this study was drawn from Lampung State Islamic University's English Education Department, which consisted of three classes and had a total enrollment of approximately 75 students. Female students totaled 64, while male students totaled 11. The sample consisted of fourth-semester students. The instrument used in this study was a questionnaire that Gu and Johnson proposed in 1996. Interviews were also used as a tool. All English department students at Lampung State Islamic University used one of four vocabulary learning strategies. Among the four categories of Vocabulary Learning Strategies, students in the three classes favoured metacognitive strategies the most, as indicated by the mean scor...
The prevalence of vocabulary learning strategies among Iranian EFL students
2019
Learning vocabulary has always been a major concern for language learners. The current research was implemented to find out the kinds of Vocabulary Learning Strategies (popular, somehow popular, and unpopular) in Schmitt’s new taxonomy (DET, SOC, COG, MEM, MET) used by English-major students. Fifty advanced English-major students at Shahid Bahonar University of Kerman participated in this study. To this purpose, Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) and the last level of his Vocabulary Levels Test (VLT) were used as the instruments. It was found that MEM was the most frequently used category and SOC the least frequently used one. Furthermore, COG, DET, and MET were the second, third and fourth categories respectively. The results of the study can be used by various people involved in language education including materials developers, language teachers, administrators, and other stakeholders.
HE PURPOSE OF THIS STUDY WAS TO IDENTIFY THE VOCABULARY LEARNING STRATEGIES ADOPTED BY 60 IRANIAN EFL STUDENTS BY DEMONSTRATING THE STRATEGIES THEY USED AND WHETHER THE PATTERNS OF STRATEGY USE CHANGE AMONG UNIVERSITY STUDENTS FROM FRESHMEN TO SENIORS. THE PARTICIPANTS OF THE STUDY CONSISTED OF 60 UNIVERSITY STUDENTS WHO WERE PUT INTO TWO EQUAL GROUPS OF 30 STUDENTS, ONE SELECTED FROM FRESHMEN AND THE OTHER FROM SENIORS. THE RESULTS INDICATED THAT THERE WAS NO SIGNIFICANT DIFFERENCE IN RANK ORDERING OF STRATEGIES IN TWO DIFFERENT GROUPS AND THE SEQUENCES OF THESE FIVE STRATEGIES WERE THE SAME IN BOTH GROUPS. ALL THE PARTICIPANTS WERE FROM VALI-E-ASR UNIVERSITY OF RAFSANJAN. THE SURVEY WAS MOSTLY BASED ON SCHMITT’S (1997) TAXONOMY. THE IMPLICATIONS OF THE STUDY ARE DISCUSSED AT THE END OF THIS STUDY
International Journal of Applied Linguistics & English Literature, 2013
This study aims to find out the various strategies used in learning vocabularies among Iranian EFL learners in three different proficiency levels (beginner, intermediate and advanced) in Zanjan province. The vocabulary learning strategies which have been used in this research include determination, social, memory, cognitive, and meta-cognitive which follow Schmitt's taxonomy. 110 students were randomly selected from two language institutes in Zanjan. Schmitt's (1997) Vocabulary Learning Strategies' questionnaire was administered to the learners with three proficiency levels. Then, descriptive statistics and Anova were utilized to analyze the data. Descriptive statistics revealed that the participants of the study regardless of their proficiency levels were generally medium strategy users who used all these strategies moderately except for the determination strategies that were used in high level. In addition, basic learners used all different types of strategies more frequently than intermediate and advanced learners. By comparing two other proficiency levels, advanced learners used determination strategies and meta-cognitive strategies more frequently than intermediate learners, while social, memory and cognitive strategies were used more frequently by Intermediates. In order to perceive if the results were statistically significant, Anova for between group mean differences was conducted. It revealed the fact that there is no significant difference among learners with different proficiency levels in application of determination and meta-cognitive strategies while the learners with lower proficiency level used social, memory and cognitive strategies more frequently, that is, these three strategies were used more frequently by basic, intermediate and advanced learners respectively.
This study aims to find out the various strategies used in learning vocabularies among Iranian EFL learners in three different proficiency levels (beginner, intermediate and advanced) in Zanjan province. The vocabulary learning strategies which have been used in this research include determination, social, memory, cognitive, and meta-cognitive which follow Schmitt's taxonomy. 110 students were randomly selected from two language institutes in Zanjan. Schmitt's (1997) Vocabulary Learning Strategies' questionnaire was administered to the learners with three proficiency levels. Then, descriptive statistics and Anova were utilized to analyze the data. Descriptive statistics revealed that the participants of the study regardless of their proficiency levels were generally medium strategy users who used all these strategies moderately except for the determination strategies that were used in high level. In addition, basic learners used all different types of strategies more frequently than intermediate and advanced learners. By comparing two other proficiency levels, advanced learners used determination strategies and meta-cognitive strategies more frequently than intermediate learners, while social, memory and cognitive strategies were used more frequently by Intermediates. In order to perceive if the results were statistically significant, Anova for between group mean differences was conducted. It revealed the fact that there is no significant difference among learners with different proficiency levels in application of determination and meta-cognitive strategies while the learners with lower proficiency level used social, memory and cognitive strategies more frequently, that is, these three strategies were used more frequently by basic, intermediate and advanced learners respectively.