An Exploratory Study into Vocabulary Learning Strategies Used by Saudi EFL learners

Authors

  • Mohammad Hamad Al-Khresheh Department of English Language, Northern Border University, Arar, Saudi Arabia
  • Shatha F Al-Ruwaili Assistant professor of linguistics. Department of English Language, Northern Border University, Arar, Saudi Arabia

DOI:

https://doi.org/10.7596/taksad.v9i2.2616

Keywords:

English teaching, EFL, Saudi students, Vocabulary learning, Learning Strategies

Abstract

One of the utmost difficult aspects of language learning is vocabulary. Vocabulary learning has been of prime importance for over two decades. A wide vocabulary is essential for effective and useful communication. Therefore, understanding the strategies that language learners use to learn vocabulary is a matter of great importance. This study was carried out on a group of 219 Saudi learners of English so as to determine two things: first, what their uttermost preferable vocabulary learning strategies are, and second, whether there is a statistically significant disparity in the use of these vocabulary strategies due to gender. To these ends, a vocabulary learning strategies questionnaire devised by Schmitt (1997) and revised by Omaar (2016) that consisted of 42 items was utilised. The data from this questionnaire were analyzed with descriptive statistics, including standard deviations and means. Statistical analysis of the data collected showed high reliability (r-0.97, P<0.001). The findings pointed out that memory strategies were reported as most preferable by the subjects of study, subsequently determination, social, and metacognitive strategies. Cognitive strategies were reported to be the least preferable. The only statistically significant disparity due to gender was in the use of memory strategies, where P < 0.05; no other statistically significant disparities were found based on gender in the other types of strategies. Based on these findings, a list of pedagogical implications was suggested and several recommendations for further research were put forward.

Author Biography

Mohammad Hamad Al-Khresheh, Department of English Language, Northern Border University, Arar, Saudi Arabia

I am an assistant professor of applied linguistics.

Department of English Language, Northern Border University, Arar, Saudi Arabia

References

Abbassi, A., Hassaskhah, J., & Tahriri, A. (2018). The effect of teaching memory strategies on Iranian EFL learner’s vocabulary retention in terms of learners’ multiple intelligences. International Journal of Education & Literacy Studies, 6(2), 1-9.

Al-Ghozify, N. M. (2008). The effect of cognitive vocabulary learning strategies on the vocabulary acquisition and retention of level one students of the Department of English. Unpublished MA Thesis, Sana'a University, Yemen.

Al-khresheh, M. (2020). The influence of anxiety on Saudi EFL learners' oral performance. University Aljouf Humanities Sciences Journal, 6.

Altyari, A. W. (2017). English vocabulary uptake by Saudi Arabic speaking students at public schools. British Journal of English Linguistics, 5(1), 10-16

Afzal, N. (2019) A study on vocabulary-learning problems encountered by BA English majors at the university level of education. Arab World English Journal, 10(3), 81-98.

Ansari, M, Vahdany, F., & Sabouri, N, B. (2016). The relationship between the use of vocabulary learning strategies and gender of Iranian EFL learners. International Journal of Research and English Language Teaching, 4(1), 88-100.

Ayure, A. P. C. (2018). Promoting the use of metacognitive and vocabulary learning strategies in Eighth-Graders. Kala, revista de lenguaje y cultura, 23(3), 407-430.

Besthia, W. (2018). A survey on vocabulary learning strategies: A case of Indonesian EFL university students. Journal of Research & Method in Education, 8(5), 636-641.

Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136-163.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Carter, R. (2012). Vocabulary: applied linguistic perspectives (2nd ed.). London: Routledge.

Catalan, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54-77.

Çelik, S., & Toptas, V. ( 2010). Vocabulary learning strategy use of Turkish EFL learners. Procedia Social and Behavioral Sciences, 3, 62–71

Farjami, F., & Aidinlou, N. A. (2013). Analysis of the impediments to English vocabulary learning and teaching. International Journal of Language and Linguistics, 1(4-1), 1-5.

Gay, L. & Airasian, P. (2005). Educational research: competencies for analysis and application (8th ed.). Upper Saddle River, New Jersey, Columbus, Ohio: Merrill Prentice Hall.

Griffiths, C. (2008). Lessons from good language learners. Cambridge: Cambridge University Press.

Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33(1), 35- 54.

Gu, Y. (2010). Learning strategies for vocabulary development. Reflections on English Language Teaching, 9(2), 105-118.

Gu, Y. (2012). Learning strategies: Prototypical core and dimensions of variation. Studies in Self-Access Learning Journal, 3, 330-356.

Hamza, F., Yasin, M., & Aladdin, A. (2017). The use and evaluation of vocabulary learning strategies among Sudanese EFL learners. Arab World English Journal, 8(3), 234-250.

Heng, k. (2011). Effective vocabulary learning strategies: perspectives from Cambodian students and teachers. Unpublished master's thesis. Royal University of Phnom Penh, Cambodia.

Hinkel, E. (2015). Effective curriculum for teaching L2 writing: Principles and techniques. New York, NY: Routledge.

Hirsh, D. (2012). Current perspectives in second language vocabulary research. Bern: Peter Lang AG, International Academic Publishers.

Huong, H, P, L. (2018). A survey study on academic vocabulary learning strategies by EFL university students. Journal of Language Teaching and Research, 9(5), 1009-1016.

Kafipour, R. (2010). Utilization of language learning strategies by Iranian postgraduate students and their attitude and motivation toward English learning, Pertanika, 23(4), 56-70.

Kafipour, R. (2010). Vocabulary learning strategies, vocabulary knowledge and reading comprehension of EFL undergraduate students in Iran. Unpublished doctoral dissertation. University Putra Malaysia, Malaysia.

Kaya, J., & Charkova, K. (2014). The most and least frequent vocabulary strategies of high school English Language learners. International Journal of English Language Education, 2(2), 122-141.

Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching 3rd edition - Oxford Handbooks for Language Teachers (3rd ed.). Oxford: Oxford.

Manuel, N. N. (2017). Evaluating vocabulary learning strategies (VLS): Gender differences, the most and least used (VLS) among Angolan EFL Students at the Faculty of Arts (Luanda, Angola). International Journal of Scientific Research in Education, 10(5), 483-504.

Na, W. (2016). Gender differences in the use of English vocabulary learning strategies in Chinese senior high schools. Studies in Literature and Language, 12(4), 58-62.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston, MA: Heinle.

Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.

Omaar, A. A. (2016). EFL vocabulary learning strategies among Tuareg people. (Unpublished Doctoral Dissertation). Washington State University, Pullman, Washington.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Newbury House.

Phakiti, A. (2003). A closer look at gender and strategy use in L2 reading. Language Learning, 53(4), 649-702.

Ramos, R. D. F. (2015). Incidental vocabulary learning in second language acquisition: A literature review. Issues in Teachers' Professional Development, 17(1), 157-166.

Rohmatillah, R. (2017). A study on students’ difficulties in learning vocabulary. English Education: Jurnal Tadris Bahasa Inggris, 6(1), 75-93.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York, NY: Palgrave Macmillan.

Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort? ELT Journal: English Language Teaching Journal, 64(3), 253-260.

Subon, F. (2016). Direct vocabulary instruction: The effects of contextualised word families on learners’ vocabulary acquisition. Social and Behavioral Sciences, 224, 284 – 291

Takač, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters.

Xu, X., & Hsu, W-Ch. (2017). A new inventory of vocabulary learning strategy for Chinese tertiary EFL learners. TESOL International Journal, 12(1), 7-31.

Zarin, S., & Khan, Z. (2014). A study of vocabulary learning strategies among undergraduate Learners of A.M.U. Aligarh: Aligarh Muslim University. US-China Foreign Language, 12(1), 75-82.

Downloads

Published

2020-06-25

How to Cite

Al-Khresheh, M. H., & Al-Ruwaili, S. F. (2020). An Exploratory Study into Vocabulary Learning Strategies Used by Saudi EFL learners. Journal of History Culture and Art Research, 9(2), 288-302. https://doi.org/10.7596/taksad.v9i2.2616