Vocabulary Learning Strategies in ESP Context: Knowledge and Implication

Zahrani, Sahar M. Al; Chaudhary, Anjum

doi:10.24093/awej/vol13no1.25

Cited by 3 publications

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“…In the particular case of learners who attend English for Specific Purposes (ESP) courses, the sphere of vocabulary is essential. As various studies (Xhaferi 2010;Le Huong and Huy 2021;Al Zahrani and Chaudhary 2022) have explained, teaching specialized vocabulary involves several difficulties, but it is crucial for ESP learners:…”

Section: Discussionmentioning

confidence: 99%

Perceptions and Reported Use of Information Technology (IT) Anglicisms by Spanish University Students

Nogueroles

Luján-García²

2022

Miscelánea

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This paper presents a twofold analysis that, on the one hand, is intended to examine the presence of IT Anglicisms in the contemporary Spanish digital press; on the other hand, it aims to reveal the degree of knowledge and use of these English lexical items by a sample of Spanish speaking university students and to explore what their perceptions and attitudes are towards Anglicisms and their use ‒not only in specialised contexts such as the IT field, but also when dealing with current and more general topics. The administration of a questionnaire to 232 pupils studying various degrees in two Spanish universities provided reliable data of the high level of knowledge and reported use of a sample of IT terms extracted from an Anglicisms search tool, ‘Observatorio Lázaro’. In addition, the findings have shown open and positive perceptions by Spanish students towards the usage of Anglicisms. Various pragmatic functions (expressive and referential) seem to motivate these uses. Finally, some pedagogical implications of this study are discussed in the sphere of ESP teaching/learning.

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Section: Discussionmentioning

confidence: 99%

Perceptions and Reported Use of Information Technology (IT) Anglicisms by Spanish University Students

Nogueroles

Luján-García²

2022

Miscelánea

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Section: Literature Reviewmentioning

confidence: 99%

“…Recent studies have revealed a significant positive correlation between using VLS and vocabulary knowledge ( Alahmadi et al, 2018 ; Alahmadi and Foltz, 2020 ; Al-Zahrani and Chaudhary, 2022 ). Al-Zahrani and Chaudhary (2022) confirmed that implementing various VLSs significantly influenced the performance of the English language learners in English for Specific Purposes classroom. The findings have important pedagogical implications for teachers within the ESP context since they inform about students' knowledge levels and preferences for VLSs, and assist in using efficient teaching strategies that can lead to good achievement of vocabulary knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is widely acknowledged that a lack of vocabulary knowledge may restrict students' comprehension of texts and obstruct their capability to involve in listening, reading, writing and communicative skills ( Noprianto and Purnawarman, 2019 ). A lack of vocabulary knowledge can lead to stress and apprehension that make learners demotivated and discouraged from participation in the language learning process ( Al Zahrani and Chaudhary, 2022 ). Therefore, the significance of acquiring new words has been over-stressed for facilitating the process of foreign languages acquisition ( Nie and Zhou, 2017 ; Masrai, 2020 ; Alharthi, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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The impact of COVID-19 and its terminology learning strategies on EFL learners’ vocabulary repertoire

et al. 2023

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Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

Ayana,

Mereba,

Alemu

2024

Front. Educ.

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IntroductionVocabulary knowledge achievement is crucial for effective language learning. However, there is a gap in vocabulary knowledge achievement, particularly at the Seto High School in Ethiopia. This study addresses this gap by focusing on Grade 11 students and investigating the effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation.MethodsA quasi-experimental design was employed, involving two natural classes of Grade 11 students, with 30 students in the experimental group and 30 in the control group, selected through convenience sampling. A mixed-method research design was also used to gather comprehensive data. The data collected included pretest and posttest assessments of vocabulary knowledge achievement, a vocabulary learning strategies (VLS) questionnaire, and semi structured interviews. The analysis of the data utilized statistical methods such as means, standard deviations, independent t - tests, and correlations to evaluate the effects of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation.ResultsHigh reliability was observed for both the VLS questionnaire and the tests. Pretest results revealed no significant (p > 0.05) difference in vocabulary knowledge achievement between the experimental and control groups. Posttest results demonstrated a statistically significant (p < 0.05) improvement in vocabulary achievement in the experimental group compared to the control group. Correlation analysis revealed a positive and significant (p < 0.05) association between VLS use and vocabulary knowledge achievement. Survey results and qualitative data showed that students predominantly relied on dictionary-based vocabulary, saying the new word aloud, using the vocabulary section in textbook, and continuing to study words over time vocabulary learning strategies before training, with a noticeable shift toward increased use of guessing, keyword, and semantic mapping strategies after training. These findings underscore the effectiveness of VLS training in enhancing vocabulary knowledge among Grade 11 students. Finally, some recommendations are proposed.ConclusionThe study concluded that training in vocabulary learning strategies had a significant impact on students’ vocabulary knowledge achievement.

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Vocabulary Learning Strategies in ESP Context: Knowledge and Implication

Cited by 3 publications

References 0 publications

Perceptions and Reported Use of Information Technology (IT) Anglicisms by Spanish University Students

Perceptions and Reported Use of Information Technology (IT) Anglicisms by Spanish University Students

The impact of COVID-19 and its terminology learning strategies on EFL learners’ vocabulary repertoire

Effect of vocabulary learning strategies on students’ vocabulary knowledge achievement and motivation: the case of grade 11 high school students

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