Vocabulary Learning Strategies of Japanese Life Science Students

TESOL Journal ◽  
2014 ◽  
Vol 6 (1) ◽  
pp. 81-111 ◽  
Author(s):  
Andrea Little ◽  
Kaoru Kobayashi
Keyword(s):  
Learning Strategies ◽  
Life Science ◽  
Vocabulary Learning ◽  
Science Students ◽  
Vocabulary Learning Strategies

Vocabulary Learning Strategies Among Undergraduate ESL Learners in Tertiary Education

2020 ◽  
Vol 4 (4) ◽  
pp. 14
Author(s):  
Zarinatun Ilyani Abdul Rahman ◽  
Nur Farhana Nasri
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Tertiary Education ◽  
Vocabulary Learning ◽  
Applied Science ◽  
Mathematical Science ◽  
Science Students ◽  
Vocabulary Learning Strategies ◽  
Significant Difference ◽  
Esl Learners

Vocabulary learning strategies (VLSs) play a significant role in assisting language learners in the development of language learning. A quantitative study was conducted to explore VLSs employed by undergraduate ESL learners in a public university. Data were collected from a group of 197 ESL learners from three faculties–Accountancy, Applied Science, and Computer and Mathematical Science–in the university. An adopted VLSs questionnaire by Gu & Johnson (1996) was used to answer two research questions: (1) to find the most and least preferred strategies and 2) to identify if there is any significant difference between the ESL learners in three different faculties–Accountancy, Applied Science, and Computer and Mathematical Science - in terms of their vocabulary learning strategies preference. The results were gathered using descriptive analysis and one-way ANOVA followed by a post-hoc test. The results of the study revealed that note taking, memory and guessing using linguistic clues were the three most preferred strategies while guessing using background knowledge and activation were the least preferred ones. In addition, the data also unveiled that there was a significant difference between Accountancy students and Applied Science students as well as Computer and Mathematical Science students both in guessing strategies. It is hoped that the findings of this study can shed some light to the teaching and learning process whereby the educators could employ the best VLSs to assist students in vocabulary learning while learners could be aware of strategies that suit them best.

Strategies in Learning English Vocabulary Among Twelfth Graders in Xuan Dinh High School

2021 ◽  
Author(s):  
Hoang Anh Phong ◽  
Keyword(s):  
High School ◽  
Social Science ◽  
Learning Strategies ◽  
Natural Science ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Training ◽  
Science Students ◽  
Twelfth Graders ◽  
Vocabulary Learning Strategies

ABSTRACT Vocabulary learning is an immense journey which leaves its trademarks in all of the four skills. It places an upheaval importance in every EFL learner’s process of acquiring it. The aim of this study was to identify the vocabulary learning strategies in terms of frequency patterns and the differences between Social Science and Natural Science students. 151 Xuan Dinh non-majoring in English students participated in the research. The study utilized quantitative method with questionnaires as the representative. Descriptive statistics, including means and standard deviations and response percentages were analyzed to compile the responses to the discovery and consolidation strategies. The findings reveal that consolidation sub-group’s cognitive and discovery sub-group’s determination were more widely used among students than other strategies and Social Science students tended to use discovery group more than Natural Science pupils. Based on the findings of the study, understanding students’ strategy use may enable EFL teachers to incorporate vocabulary learning strategy training in English lessons in Xuan Dinh high school and improve students’ vocabulary learning strategies in accordance to their majors. Keywords: Vocabulary learning strategies; EFL learners; frequency; Xuan Dinh high school

Exploring Vocabulary Learning Strategies Used by EFL Learners in the Supportive Studies in Turbah University College

2020 ◽  
Vol 12 (2) ◽  
pp. 314
Author(s):  
Yaser Hussien Hage
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Female Students ◽  
Academic Major ◽  
Science Students ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
University College ◽  
Gender Factor ◽  
Program Version

This study aims at investigating the vocabulary learning strategies (VLSs) employed by supportive studies students of Turbah University College. The participants were 288 divided almost equally; males were 145 and females were 143. The study conducted in the 1st semester 2019/2020. Data was collected using a questionnaire adapted from Schmitt (1997) taxonomy. Data was analyzed with SPSS program, version 22. The results of this study demonstrated a changeable rate of using strategies in the five categories; determination, social, memory, cognitive and metacognitive. The overall mean score of strategies indicates a medium usage of strategies. Metacognitive and determination strategies were the most and the least used respectively. The results revealed statistically significant differences in the use of VLSs attributed to academic major; Arts students outperformed Science students in such use. The results also showed that female students were more active users of VLSs. However, no statistically significant differences in the use of VLSs attributed to gender factor.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

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.

scholarly journals An Overview of Preferred Vocabulary Learning Strategies by Learners

2016 ◽  
Vol 12 (10) ◽  
pp. 174
Author(s):  
Kanthimathi Letchumanan ◽  
Paramasivam Muthusam ◽  
Potchelvi Govindasamy ◽  
Atieh Farashaiyan
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Metacognitive Strategies ◽  
Multiple Use ◽  
Vocabulary Learning Strategies

<p>This article aimed at examining the various vocabulary learning strategies used by learners to learn a word. Data from the study showed that learners do use certain vocabulary learning strategies and that strategy has become their preferred vocabulary learning strategies. The study also showed that learners use more than one strategy to learn a vocabulary. Thus, the study confirmed that multiple use of vocabulary learning strategies are preferred by learners especially the cognitive, determination and metacognitive strategies.</p>

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

2018 ◽  
Vol 63 (2) ◽  
pp. 294-315
Author(s):  
Reem Ibrahim Rabadi ◽  
Batoul Al-Muhaissen
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategies ◽  
Vocabulary Learning Strategies ◽  
High Level ◽  
Individual Strategies

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.

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