Vocabulary Acquisition through Direct and Indirect Learning Strategies

Naeimi, Maki; Foo, Thomas Chow Voon

doi:10.5539/elt.v8n10p142

Cited by 23 publications

(28 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers were advised to help students organize their ideas, negotiate their daily events and experiences, and discuss their feelings with each other while learning in class. Meanwhile, in a study conducted with preintermediate students in an Iranian university, Naeimi & Foo (2015) found that students who used direct strategies outperformed those who opted for indirect strategies in vocabulary learning. The use of direct strategies at the preintermediate level led the students to higher achievement vocabulary storage in reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

A Study of Language Learning Strategy Use among Indonesian EFL University Students

Rianto

2020

Register J.

View full text Add to dashboard Cite

This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of overall strategy and strategy categories between males and females and between social science and science students, no significant differences were found in use between students with lower and higher English proficiency. The findings had several practical implications in the process of EFL learning, especially in the higher education context. Keywords: Language Learning Strategy, English Proficiency, Gender, SILL, Study Programs

show abstract

Section: Introductionmentioning

confidence: 99%

A Study of Language Learning Strategy Use among Indonesian EFL University Students

Rianto

2020

Register J.

View full text Add to dashboard Cite

show abstract

“…In an experimental study conducted by Naeimi (2015), vocabulary acquisition was studied through direct and indirect learning strategies. It was an effort to evaluate 60 pre-intermediate learners.…”

Section: Vocabulary Developmentmentioning

confidence: 99%

The effects of using diverse vocabulary learning strategies on word mastery: a review

2019

jasl

View full text Add to dashboard Cite

In accordance with the belief that language learning strategies are undeniably teachable, several researchers have attempted to expand the knowledge of language learners toward the productive use of learning strategies with the aim of empowering them to gain personal control of these strategies during learning process. The present investigation is an effort to inquire into the connection between using diverse vocabulary learning strategies and word mastery. Many studies have been done in this area. Therefore, some of these related papers were selected and carefully examined. The findings of the previous studies supported the fact that there is a significant and positive correlation between vocabulary knowledge and word learning strategies. The results suggested that training vocabulary learning strategies has positive effect on both language learning and language learners. Moreover, the instruction of strategy comes to the aid of teachers and learners to meet their needs.

show abstract

“…By providing more opportunities for the university students to experience in developing lesson plans directly then they will be able to find out the knowledge which is taught in real, therefore, it can facilitate the university students in constructing their understanding. As stated by Glogger [5] and Naeimi [6], students can set and design the understanding with the direct instruction in which this aspect becomes more important in the process of understanding a concept. Moreover, Kozloff [7], and Oladayo [8] mentioned that the direct instruction can stimulate students for being active in the process of presenting ideas and even in responding criticism based on their experiences.…”

Section: Introductionmentioning

confidence: 99%

Implementing Direct Instruction in the Teaching and Learning Instrument Development Course

Subandi¹,

Masrur²,

Arista³

et al. 2019

Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019)

View full text Add to dashboard Cite

Student's competence formation in the world of education is a common problem that occurs at every level and all education promoters. The direct instruction can be used as an alternative solution in the learning process to overcome these problems. The direct instruction is proven to be able to help students to understand the knowledge easier that is characterized by the formation of skills in preparing the lesson plans because this model provides the opportunity for students to experience directly about the process of preparing the required learning tools. The gained direct experience is stored in the memory which is continued by the deposition process then will become a semipermanent knowledge. With the deposition of experience in an activity that is experienced directly, it can make students easier to get back the knowledge from memory when needed. Therefore, based on the results of this study, the direct instruction is considered feasible to be used as an alternative choice, especially in the teaching and learning process usage that has the goal of forming the skills in developing learning tools for students. Because this type of learning model is more aimed at the formation of abilities and skills in students in which students are required to produce a device and not just test pedagogical knowledge at the end of the learning process.

show abstract

Vocabulary Acquisition through Direct and Indirect Learning Strategies

Cited by 23 publications

References 20 publications

A Study of Language Learning Strategy Use among Indonesian EFL University Students

A Study of Language Learning Strategy Use among Indonesian EFL University Students

The effects of using diverse vocabulary learning strategies on word mastery: a review

Implementing Direct Instruction in the Teaching and Learning Instrument Development Course

Contact Info

Product

Resources

About