Vocabulary Learning Strategies Through Secondary Students at Saudi School in Malaysia

Abstract

This study is dedicated to the research of vocabulary learning strategies (VLSs) employed by a group of Saudi Arabian learners in an EFL (English as a foreign language) context. The rationale for the study is to clarify a pronounced lack of research on the EFL context in Saudi Schools Abroad (SSA), and a dearth of prior research into VLSs in this context. In particular, this research intends to explore how do students at Saudi School Malaysia (SSM) employ VLSs in their actual learning process. Therefore, this study is conducted on cognitive theory of learning studies, the mental processes involved in the learning process. Moreover, this study conducted an analysis of studies dedicated to VLSs through secondary students at Saudi school in Malaysia based on previous research problems of models and theories. In addition, this study applied quantitative approach, and the questionnaire was conducted using 105 students. The results of this study revealed the percentage and frequency have further underscored this role and the significance of vocabulary learning in both students and teachers. Also, the results show that students at SSM have employed the five categories of VLSs at a medium level and almost at a close range.

Investigation of Middle School Students’ Self-Regulation Skills and Vocabulary Learning Strategies in Foreign Language

“…The findings of this study support the findings of the current study. Yaacob et al (2019) contrary to the findings of the current study, reported that the male students' level of using vocabulary learning strategies is higher than that of the female students.…”

“…Thus, it can be argued that the 5 th and 6 th grade students' level of using vocabulary learning strategies in foreign language is higher than that of the 7 th graders. In a study conducted by Yaacob et al (2019) on the middle school students, it was found that with students' increasing grade level, their level of using vocabulary-learning strategies also increases. Thus, this finding reported in the literature does not concur with the finding of the current study.…”

The English-Learning Strategies of an Indigenous English Learner in the Northeast of Thailand

“…However, in a similar vein with the previous study, the participant of the present study employs affective strategies infrequently. Yaacob et al (2019) stated that in order to be successful in learning languages, in the learning strategies, a language learner must place the focus on vocabulary building rather than on memorizing grammar rules and structures. Referring to this belief, the participant in the present study had also shown more effort in vocabulary building.…”

“…For instance, learners have focus attention, planning, organizing, arranging, monitoring, and evaluating the learning process (Oxford, 1990in Ardasheva & Tretter, 2013. The metacognitive strategies are related to students' own regulation and monitoring of their vocabulary learning (Yaacob, et al 2019). Affective strategies assist in regulating emotions, attitudes, motivation, and values.…”

A Comparative Study of English Vocabulary Learning Strategies Used by Iranian Bilinguals and Monolinguals

“…As mentioned before VLSs have had received much attention. Yaacob, Shapii, Saad Alobaisy, Al-Rahmi, Al-Dheleai, Yahaya, & Alamri (2019) examined vocabulary learning strategies employed by a group of Saudi Arabian learners in an EFL context. The results of this study revealed the percentage and frequency have further underscored this role and the significance of vocabulary learning in both students and teachers.…”