The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

Al-Omairi, Mohanad

doi:10.24093/awej/elt2.7

Cited by 3 publications

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“…So, vocabulary acquisition has focused on students to learn new vocabulary in the target language. According to Al-Omairi (2020) and Rabadi (2016), the empirical endeavor aims to assist students in improving their vocabulary about how to utilize more appropriate and effective teaching strategies to help them expand their vocabulary and become self-sufficient learners.…”

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confidence: 99%

The Students’ Vocabulary Learning Strategies and Vocabulary Size of the English Study Program of UIN Fatmawati Soekarno Bengkulu

Yulianti,

Harahap,

Maisarah

2023

edu-ling

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The objectives of this research are to analyze information about students' vocabulary learning strategies and vocabulary size. This research is mixt-methods; there were descriptive quantitative and qualitative method. The sample of this research is students’ English Study Program of UIN Fatmawati Bengkulu. The data were gathered by using questionnaires, test and interview, and were analyzed by descriptive quantitative and qualitative analysis.The results showed that there was no difference which is significant in terms of frequency of using among each student of English education at UIN FAS Bengkulu. So the dominant strategies were used by students that were determination strategies (M=3.3), metacognitive strategies and memory strategies (M=3,2), cognitive strategies (M=3.1), and the last social strategies (M=3). It meant that determination strategies most frequency used by the students English Study Program of UIN FAS Bengkulu. Result for students’ vocabulary size showed that average vocabulary sizes below 8000 word families. Meanwhile from interview data, the students used metacognitive, memory, determination and social strategies for their vocabulary learning. In conclusion, each strategy is a good vocabulary learning strategies to students for improving vocabulary size andmay help lecturers and students to facilitate English vocabulary learning by English Study Program students and other students.

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Section: Introductionmentioning

confidence: 99%

The Students’ Vocabulary Learning Strategies and Vocabulary Size of the English Study Program of UIN Fatmawati Soekarno Bengkulu

Yulianti,

Harahap,

Maisarah

2023

edu-ling

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A review of theories, pedagogies and vocabulary learning tasks of English vocabulary learning apps for Chinese EFL learners

2024

Journal of China Computer-Assisted Language Learning

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Among a growing body of mobile-assisted-language-learning (MALL) studies, vocabulary application (app) studies have comprised an unprecedented proportion. However, there has been insufficient discussion about the fundamental language learning theories and pedagogies underlying app design. This study aims to fill this gap by conceptualising and theorising the design of English vocabulary learning apps with a focused analysis of their task features with relation to vocabulary learning strategies (VLS), language learning theories and pedagogies. Four Chinese–English vocabulary learning apps were purposively sampled. The results show that the design of the four evaluated apps incorporates principles from four distinct language learning theories: behaviourism, input-based emergentism, sociocultural theory and information and cognitive processing theories. The four apps’ tasks and user interfaces were analysed to generate codes for task classification. These task-related codes were further classified under the categories of Schmitt’s VLS taxonomy and under pedagogical categories based on the definitions of pedagogies and VLS codes and the intended classroom practice. Vocabulary pedagogies were further linked with theories to shed light on the theoretical foundations for the apps’ use of learning tasks and VLS as well as on the pedagogical prospects of vocabulary learning apps.

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Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

Chan¹,

Aziz

2021

MJSSH

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Language Learning Strategies (LLS) are widely implemented in the learning of English as a second language (ESL). In order to make the language communicable, vocabulary is the main element to cope by the ESL learners. Hence, LLS is helpful in aiding the learners to develop the ESL vocabulary effectively according to the learners’ needs. Derived from the issue, the study is aiming to identify the best strategies among Chinese school learners as they share the same environment background in learning ESL vocabulary. A survey was distributed through google form to all the Chinese primary schools in a suburban district. The total number of sixty-two respondents in Primary Five were chosen in collecting the LLSs in learning ESL vocabulary with the learners’ academic achievement. The findings portrayed the learners who performed high academic achievement are those who implemented metacognitive strategies widely when learning vocabulary. Thus, the findings could be an alternative for teachers and learners in future teaching and learning of ESL vocabulary in Chinese schools.

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The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

Cited by 3 publications

References 0 publications

The Students’ Vocabulary Learning Strategies and Vocabulary Size of the English Study Program of UIN Fatmawati Soekarno Bengkulu

The Students’ Vocabulary Learning Strategies and Vocabulary Size of the English Study Program of UIN Fatmawati Soekarno Bengkulu

A review of theories, pedagogies and vocabulary learning tasks of English vocabulary learning apps for Chinese EFL learners

Employment of Language Learning Strategies by Chinese School Learners in Learning ESL Vocabulary

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