Efl Vocabulary Learning Strategies Used by Saudi Arabia University Students

Alshammari, Sahal R.

doi:10.20535/2410-8286.202436

Cited by 8 publications

(6 citation statements)

References 53 publications

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“…ESL has its own morphosyntax characteristics which the respondents might not be that proficient enough of the distinguishing features of ESL (Biliková & Seresová, 2021). However, the distorted sentences denote something and form meaning necessary to perform the linguistic activities (Alshammari, 2020). In fact, there is complete communication process between the speaker and the listeners as manifested during the data gathering.…”

Section: Discussionmentioning

confidence: 99%

The Asian Conference on Language 2022: Official Conference Proceedings

2022

ACL Official Conference Proceedings

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Section: Discussionmentioning

confidence: 99%

The Asian Conference on Language 2022: Official Conference Proceedings

2022

ACL Official Conference Proceedings

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“…By comparison with EFL students, the PYD students face difficulties with some words in productive situations. This reflects the student's inability to speak or write in their first stages of learning the new language and their struggles with speaking and writing tasks (see Al-Harthi, 2007). It is tentatively hypothesised that this arises because the students were focusing on listening and reading during the first stages of their language learning, following the way they naturally learned their first language in childhood.…”

Section: The Vks Test Scoresmentioning

confidence: 99%

“…Learning a basic level of English language vocabulary would be a key objective for students in the early stages of their university education (Al harthi, 2007, Al-Khasawneh, 2012. Consequently, the students strive to comprehend the most effective strategies to improve their vocabulary.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary learning strategies of university students: The case of preparatory year students and English major students

Al Fraidan,

Fakhli

2024

PortaLin

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Vocabulary-learning strategies play an important role in English language learning and acquisition. This study investigates the vocabulary learning strategies (VLSs) that university students use while they learn new words. It is an attempt to figure out whether VLSs differ across university levels. A 5-Likert scale vocabulary learning strategies-questionnaire and a semi-structured interview administered to 82 university learners (namely, 52 first-year English major male (EFL), and 32 Preparatory Year Deanship learners (PYD)). The results showed that EFL learners and PYD learners approximately share the same number of VLSs, yet the frequent use of their strategies is different. While EFL learners mostly use metacognitive strategies in learning new words, PYD learners use determination strategies most frequently. The results indicated that enrichment of the mental lexicon and autonomy in language learning are the main reasons for using some VLSs. Besides, the main reason for not using some VLSs is the unfamiliarity with those VLSs.

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“…They do such for clarity, emphasis, emotion expression, and equivalence for the most part. The role now of the L2 teacher counts a lot to bring the students to а high level of communicative competence specifically along vocabulary development (Alshammari, 2020) to develop both writing and oral competence (Huang, 2021;Hurajova, 2019).…”

Section: How Prevalent Is Codeswitching On Subjects With English As A...mentioning

confidence: 99%

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

Estremera

Gilbas

2022

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Despite longitudinal studies conducted along written and oral codeswitching linguistic prevalence considering ESL context, none of the ensuing studies has attempted to propose a theory delineating the preceding occurrence committed by L2 interlocutors which add to the novelty aspect of this paper. The quantitative analysis redounds to the formation of philosophical data on the constructive aspects associated to codeswitching occurrence in ESL classroom despite its adverse impressions in the context of pedagogy. This paper predominantly explores codeswitching from L1 to L2 in a multifaceted milieu as it has hidden purposes and functions along the channels of communication. For instance, codeswitching for equivalence (Mam the villain in the story is “masama”, because uhmmm…. She done bad thing to the main character). After careful scrutiny, the study emphasizes that the highlighted linguistic prevalence should uncover its positive aspects for communicative competence sake. The paramount goal must always be the understanding of the text and glitches along the channels of communication must be deemed secondary. This practice has functions and purposes in the context of the interlocutors of the language itself. They do such for clarity, emphasis, emotion expression, and equivalence for the most part. The role of ESL teachers counts a lot to bring the students to a high level of communicative competence. L1 shall serve as a bridge to reach L2 fluency.

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Efl Vocabulary Learning Strategies Used by Saudi Arabia University Students

Cited by 8 publications

References 53 publications

The Asian Conference on Language 2022: Official Conference Proceedings

The Asian Conference on Language 2022: Official Conference Proceedings

Vocabulary learning strategies of university students: The case of preparatory year students and English major students

Written and Oral Codeswitching Prevalence: Functions and Didactic Implications in Esl Context

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