A Survey on Vocabulary Learning Strategies: A Case of Iranian EFL University Students

Amirian, Seyed Mohammad Reza; Heshmatifar, Zahra

doi:10.4304/jltr.4.3.636-641

Cited by 29 publications

(34 citation statements)

References 9 publications

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“…Regarding the second question: what are the most and the least common vocabulary learning strategies applied by international students at Eastern Mediterranean University?, the findings were converging with previous studies (Riankamol, 2008;Amirian & Heshmatifar, 2013). The most common types of vocabulary learning strategies were metacognitive strategies whereas the least common type of VLSs was social strategies.…”

Section: Discussionsupporting

confidence: 80%

A Survey of University Students’ Knowledge of Vocabulary Learning Strategies and Influential Factors in Middle East

Behbahani¹

2016

JLTR

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Abstract-In this study, the most and the least common vocabulary learning strategies was explored among Eastern Mediterranean University international students. Besides, the role of personal factors such as gender and English proficiency level of students were considered. After distributing the questionnaire, the data were analyzed applying t-test and ANOVA. It was revealed that the level of importance of vocabulary learning strategy use was moderate for the EMU international students. Furthermore, it was found that metacognitive strategies and social strategies are the most and the least common vocabulary learning strategies respectively utilized by EMU international students for learning vocabulary. Regarding the role of gender and proficiency level, the t-test and ANOVA results indicated that gender was an effective factor; whereas, proficiency was not an influential factor in preference of students for using vocabulary learning strategies. Male students preferred detrimental strategies but females preferred metacognitive strategies.

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Section: Discussionsupporting

confidence: 80%

A Survey of University Students’ Knowledge of Vocabulary Learning Strategies and Influential Factors in Middle East

Behbahani¹

2016

JLTR

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“…Cicko et al (2013) claim that students' vocabulary quantity can be increased if they know about vocabulary learning strategies. In addition, Amirian and Heshmatifar (2013) assert that -Vocabulary learning strategy, as a part of language learning strategies, is being very crucial in language learning and consequently being aware of these strategies is important for both teachers and students‖ (pp. 636).…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Learning Strategies Used by Male and Female Freshmen of Linguistics Postgraduate Program in Brawijaya University

Hitijahubessy

2018

SURBET

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Vocabulary is very important in the learning process, and students have to master it. Thus awareness and understanding of vocabulary learning strategies can increase students’ vocabulary. This study aims to reveal more and less common strategies used male and female students, the difference vocabulary learning strategy between students who studied English in their undergraduate level and those who did not. In conducting this research, the researcher used survey methodology. A questionnaire adapted from the taxonomy of vocabulary learning strategies developed by Schmitt was spread to sixteen first-year students. The most frequent strategy was “listen to English songs and news” and “using dictionary” as the most favoured strategy used by both male and female students who studied English and them who did not. From the results, it can be stated that be the students seem to enjoy learning English. Moreover, in order to increase vocabulary, both teacher and students must know about vocabulary learning strategies(Strategi Pembelajaran Kosakata yang Digunakan oleh Mahasiswa Baru S2 Linguistik Universitas Brawijaya)Kosakata sangat penting dalam proses pembelajaran dan mahasiswa harus menguasainya. Kesadaran dan pemahaman akan strategi pembelajaran kosakata dapat meningkatkan kosakata mahasiswa. Penelitian ini bertujuan untuk mengetahui strategi yang paling banyak dan paling sedikit digunakan oleh mahasiswa laki-laki dan perempuan, perbedaan penggunaan strategi belajar kosakata oleh mahasiwa baru pascasarjana ilmu linguistik yang belajar bahasa Inggris pada strata satu dan mahasiswa yang tidak belajar bahasa Inggris pada strata satu. Dalam melakukan penelitian ini, peneliti menggunakan metode survei. Kuesioner yang diadopsi dari taksonomi strategi pembelajaran kosakata yang dikembangkan oleh Schmitt diberikan kepada enam belas mahasiswa baru. Strategi yang paling sering dilakukan adalah "listen to English song and news", dan "using dictionary" sebagai strategi yang paling disukai digunakan, baik oleh mahasiswa laki-laki maupun perempuan yang belajar bahasa Inggris pada strata satu dan mahasiswa laki-laki dan perempuan yang tidak belajar bahasa inggris pada strata satu. Dari hasil tersebut, dapat dinyatakan bahwa para mahasiswa tampaknya menikmati belajar bahasa Inggris. Selain itu, untuk meningkatkan kosakata, baik guru maupun siswa harus mengetahui strategi pembelajaran kosakata.

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“…This is the first language level in 6 language levels of CEFR in which [3] Under this concept, many researchers have studied diverse aspects of vocabulary learning methodologies and the use of CEFR in foreign language classrooms ( [6]; [7]; [8]; [9]; [10]; [11]; [12]; [13]; [14]; [15]; [16]; [17]; [18]; [19]; [20]; [21]; [22]; [23]; [24]; [25]; [26]; [27]; [28]; [29]; [30]; [31]; [32]; [33]; [34]; [35]; [36]; [37]; [38]; [39]; [40]; [41]; [42]; [43]; [44]; [45]; [46]; [47]; [48]; [49]; [50]; [51]; [52]; [53]; …”

Section: Introductionmentioning

confidence: 99%

Internet-based French as a Foreign Language Vocabulary Learning: Academic Success and Opinions on FFL Learners

Erkan¹

2017

ujer

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In the 21 st century, globalization and technological developments in different domains of life have accentuated the importance of multilingualism and multiculturalism in studying English and French as foreign languages in different countries of the world, including Turkey. This research is aimed at determining the effects of learning vocabulary in French as a foreign language (FFL) through internet-based study. This study used a mixed-method (quantitative and qualitative) approach. In the 2016-2017 academic year, 85 Turkish university students (in 20-23 ages) participated in this study. A vocabulary test and a semi-prepared interview form are prepared to collect the data for this research. In this study, Turkish university students studying vocabulary using internet-based research justify their ability to improve French language knowledge easily and efficiently.

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A Survey on Vocabulary Learning Strategies: A Case of Iranian EFL University Students

Cited by 29 publications

References 9 publications

A Survey of University Students’ Knowledge of Vocabulary Learning Strategies and Influential Factors in Middle East

A Survey of University Students’ Knowledge of Vocabulary Learning Strategies and Influential Factors in Middle East

Vocabulary Learning Strategies Used by Male and Female Freshmen of Linguistics Postgraduate Program in Brawijaya University

Internet-based French as a Foreign Language Vocabulary Learning: Academic Success and Opinions on FFL Learners

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