scholarly journals The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

2017 ◽  
Vol 8 (3) ◽  
pp. 113 ◽  
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
AbdulRahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Female Students ◽  
Control Group ◽  
Language Learning Strategies ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Experimental Group

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123) females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a) to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997) questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the experimental group on the diction examination. Moreover, the grades depicted that there existed statistically notable discrepancies among the experimental group and its counterpart. The data of the present research have notable insinuations for the learners and make an enhanced case for the study of diction and vocabulary. 

scholarly journals Development of Training-Based Spelling Strategies for Female EFL Students: Case Study of a Saudi University

2018 ◽  
Vol 9 (1) ◽  
pp. 241
Author(s):  
Nasrah Mahmoud Ismaiel ◽  
Abdul Rahman Awadh Al Asmari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Control Group ◽  
Language Learning Strategies ◽  
Spelling Test ◽  
Related Language ◽  
Post Test ◽  
Spelling Strategies ◽  
Experimental Group

Spelling is a major challenge for EFL learners and students in their process of learning the English language. The aim of this study is to investigate the effectiveness of a training program based on certain spelling strategies to help EFL learners improve their spelling achievement. To do this, the differences between the experimental group and the control group, before and after the treatment, were examined. The participants were university students who were selected from a large sample and divided, and studied, in two experimental and control groups based on a spelling production pre-test. The first aim of this study is to examine whether significant differences occurred in spelling-related language learning strategies and English language spelling post-test between the control and experimental groups. The second aim is to examine whether significant differences exist between the mean scores of pre- and post-test of the English language spelling test and spelling-related language learning strategies. Spelling-related language learning strategies were measured using Kristine F. Anderson’s “spelling survey” strategies (1987). The spelling test and the spelling program were both prepared by the researchers. The research was conducted for three months, including the proposed program. Data from pre-post instruments was used to investigate the impact the intervention had on EFL in the development of spelling and the use of spelling strategies to learn English. Data from pre- and post- test instruments showed that there were statistically significant differences between the experimental group and the control group in the post-test spelling test as well as the spelling strategies questionnaire. The implemented treatment resulted in a significant improvement in the spelling skill of the experimental group. The results also revealed statistically significant differences between the pre-test and post-test results for the experimental group in the spelling test and the spelling strategies and also the fact that the experimental group improved in spelling skills after their participation in the program, as can be seen in the post-test. In light of these results, the study proposes a number of procedural recommendations that may contribute to raising awareness regarding the importance of teaching spelling strategies for EFL students.

scholarly journals The Effect of a Training Program in a Reading Course in Developing English Language Learning Strategies among University Students

2018 ◽  
Vol 12 (2) ◽  
pp. 300
Author(s):  
Ahmad M. Mahasneh ◽  
Ahmad F. Al-Alwan
Keyword(s):  
University Students ◽  
Language Learning ◽  
Training Program ◽  
Learning Strategies ◽  
English Language ◽  
Female Students ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Significant Difference ◽  
Experimental Group

This study aimed at identifying the effect of a training program in developing the use of learning English language strategies among a sample of the Hashemite University students, and the differences in using these strategies due to gender and the type of group (experimental and control groups). The study sample consisted of 76 male and female students from the Department of English Language, divided into two groups (an experimental group of 34 male and female students and a control group of 42 male and female students). To achieve the aims of the study, Oxford's language learning strategies scale was used. The study used a quasi-experimental research design with pre-test and post-tests. ANCOVA and T-tests were used to analyze the data. The results of the study revealed that there is a statistical significant difference between the two groups in developing language learning strategies in favor of the experimental group. Also, results showed that there is no statistically significant difference in using language learning strategies attributed to gender.

scholarly journals The Effect of Strategy Training on Vocabulary Learning of EFL University Students

2020 ◽  
Vol 2 (3) ◽  
pp. 284-295
Author(s):  
Salma Seffar
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Learning Ability ◽  
Control Group ◽  
Vocabulary Learning Strategies ◽  
Language Courses ◽  
Experimental Group

This study investigated the effect of training in five vocabulary learning strategies (VLS) on the vocabulary learning of EFL university students. The five vocabulary learning strategies were ‘Dictionary Work’, ‘Word Cards’, ‘Semantic Mapping’, ‘Word Parts’, and ‘Guessing from Context’. Forty-eight first year university students, in both the control group (24 students receiving English language courses) and the experimental group (24 students receiving English language courses besides VLS training) belonging to similar proficiency and vocabulary size levels, participated in the study. Data were collected utilizing two research instruments namely a vocabulary learning strategy questionnaire, pre-and post-tests of vocabulary learning ability. The vocabulary learning strategy questionnaire was used to elicit what types of vocabulary learning strategies the subjects employed while they learned and memorized the vocabulary taught independently outside and inside the class. The pre-test was employed to determine pre-existing knowledge of the participants. The posttest was administered to identify the impact of vocabulary learning strategy instruction on the students’ vocabulary knowledge. Descriptive statistics and t-test showed that after introducing vocabulary learning strategies training (VLST) in class, subjects from the experimental group used more VLS and significantly outperformed subjects of the control group in their ability to learn new words.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

scholarly journals The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

2020 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Nesreen Saud Alahmadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mind ◽  
L2 Vocabulary ◽  
Experimental Group

The aim of this study was to investigate the impact of using the mind mapping strategy on learning vocabulary for Saudi Learners. Fifty female students from the English Language centre at Taibah University in Saudi Arabia were selected to participate in this study. All students were homogenous in terms of their English language proficiency. The students were performing at the intermediate level of the English language. Their level of English language proficiency was determined by the Oxford Placement Test. Participants were divided into two groups: the experimental group and the control group. Twenty-five students in the experimental group were taught vocabulary using the mind mapping strategy for six weeks. The control group was taught using traditional methods of vocabulary teaching, such as memorising. To test the effectiveness of the mind mapping strategy, two types of tests were applied for both groups: a pre-test and a post-test. At the end of the treatment, the results of the post-test showed a significant improvement in Second language (L2) vocabulary acquisition by Saudi learners in the experimental group. The findings of this study indicate some important implications for L2 learning, such as that mind mapping facilitates vocabulary learning by increasing the knowledge and the acquisition of the meanings of the vocabulary words used. It also helped with the vocabulary learning process by increasing the level of the motivation of Saudi students in learning new words.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals The Effect of ECRIF Strategy on EFL Seventh Graders’ Vocabulary Learning and Retention

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Basma Issa Ahmad AlSaleem
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Vocabulary Learning ◽  
Seventh Graders ◽  
Control Group ◽  
Teaching English ◽  
Traditional Technique ◽  
School Year ◽  
Post Test ◽  
Experimental Group

This paper aims at highlighting the effectiveness of Encounter, Clarify ,Remember, Internalize, Fluent Use (ECRIF) strategy in English as a Foreign Language (EFL) Seventh Graders’ vocabulary learning and retention. It tries to answer the following question : Are there statistically important differences at (α ≤ 0.05) in the whole mean scores in vocabulary accomplishment among the students who learn English vocabulary through using ECRIF strategy (experimental group) and those who learn English vocabulary over the traditional technique (control group) in the post test? To accomplish the purpose of the study, the researcher shown the experimental group with a sample involved (125) students for ECRIF strategy. While the traditional technique was used with the control group which involved (100) students in the first term of the school year 2017-2018.The researcher used (pre -post & delayed) vocabulary test and an analysis card to collect data. The study's results suggested that there were statistically important differences at (α ≤ 0.05) in the whole mean grade in vocabulary accomplishment between experimental and the control groups in the post & delayed test in favor of ECRIF strategy. In addition, the researcher recognized these differences to using ECRIF strategy in teaching English language vocabulary. In light of these outcomes, the study suggested the necessity of applying ECRIF in teaching English language to get better results in students’ vocabulary learning and retention in English as a foreign language. Similarly, the ECRIF Strategy would be used with other English skills and sub-skills.

scholarly journals An Empirical Study on Productive Vocabulary Acquisition Under Hypertext Reading

2018 ◽  
Vol 13 (12) ◽  
pp. 109
Author(s):  
Hui Li ◽  
Gengsheng Xiao
Keyword(s):  
Learning Strategies ◽  
Vocabulary Acquisition ◽  
English Proficiency ◽  
Vocabulary Learning ◽  
Influential Factors ◽  
Control Group ◽  
Quantitative And Qualitative Research ◽  
Vocabulary Learning Strategies ◽  
English Major ◽  
Experimental Group

This research aims to examine the effect of hypertext reading on productive vocabulary acquisition, and investigate how other influential factors mainly including students’ English proficiency and their use of vocabulary learning strategies affect the outcome of productive vocabulary acquisition. Both quantitative and qualitative research methods are adopted in this study. A test and a questionnaire survey were conducted. Two parallel classes of English major, who are all sophomores, are randomly selected as the control group and the experimental group respectively. According to the results of analysis, some conclusions are drawn. First, though participants can acquire productive vocabulary both in traditional reading and hypertext reading, hypertext reading is more effective. Second, the effectiveness of hypertext reading in productive vocabulary acquisition is more significant for learners of extremely high/low English proficiency than those of intermediate level. Third, vocabulary learning strategies that are employed influence the effect of hypertext reading on productive vocabulary acquisition.

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