A Comparison of Iranian EAP Students and EFL Majors on the Use of Vocabulary Learning Strategies

Afshar, Hassan Soodmand; Moazzam, Ismail; Arbabi, Hassan Radi

doi:10.1016/j.sbspro.2014.03.612

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…The finding of this study showed that there was a statistically significant difference between undergraduate and postgraduate EFL learners' use of vocabulary learning strategies. This study is in line with Soodmand Afshar et al (2004). In their study, significant differences were found in individual strategy use in 7 out of 45 strategies.…”

Section: Discussionsupporting

confidence: 91%

A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

Sarani

Shirzaei

2016

IJEFLL

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Vocabulary is viewed as a major part of language proficiency as it allows learners to use four language skills: listening, speaking, reading, and writing. The present study was carried out to compare Iranian undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. After that the study tried to see if there was any difference between highly-motivated and low-motivated learners with regard to vocabulary use. Finally, it aimed at investigating the differences between the Iranian EFL male and female learners’ use of vocabulary learning strategies. A group of 150 Iranian undergraduate and postgraduate EFL learners (75 males and 75 females) both at BA and MA levels from Zahedan universities were selected randomly. The participants’ ages ranged between18 to 42. The data were obtained through two questionnaires: Taxonomy of Vocabulary Learning Strategies developed by Schmitt (1997) and Gardner’s (1985) Attitude/ Motivation Test Battery (AMTB). The findings of the study showed that there was a significant difference between undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. Also, there was a difference between highly-motivated learners and low-motivated learners’ use of vocabulary learning strategies. Moreover, the results showed that the interaction between the learners’ gender and motivation was significant. The results are theoretically and pedagogically significant for EFL teachers and applied linguists

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Section: Discussionsupporting

confidence: 91%

A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

Sarani

Shirzaei

2016

IJEFLL

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“…On the other hand, the least commonly used vocabulary learning strategies are determination strategy (51%) "I try to analyze affixes and roots (e.g., un-predict-able)", memory strategy (60%) "I draw a picture of the new word," cognitive strategy (55%) "I use the vocabulary section or glossaries in my textbook" metacognitive strategy (70%) "I skip or ignore the unknown word" and social strategy (65%) "I ask teacher for a sentence including the new word." The present finding also support Afshar et al (2014) study which concluded that EAP learners used most frequent strategies such as "repeating the new word orally several times," "studying the spelling of the new word and writing new English words several times," "using new words in sentences through speaking". Another study Arab World English Journal www.awej.org ISSN: 2229-9327 118 agreed with the literature regarding VLS Noor & Amir (2009) that found guessing meaning was the most favorite strategy by EAP learners.…”

Section: Table 2 the Most And Least Common Vls Used By Eap Learnerssupporting

confidence: 88%

“…For the past decades, different taxonomies have been offered by several of scholars as well as many strategies have empirically or theoretically been cited for enriching vocabulary store Oxford 1990;Rubin 1975;Macaro 2001 as cited in Afshar et al, (2014). To highlight the VLS classifications chronologically, Stoffer (1995), Gu and Johnson (1996), and Schmitt (1997) have been offered the most significant taxonomies of VLS.…”

Section: Literature Review 21 Vocabulary Learning Strategy Taxonomiesmentioning

confidence: 99%

The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

Al-Omairi¹

2020

SSRN Journal

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Vocabulary learning is an essential part of foreign or second language learning. This study aims at identifying the most and least common strategies that are used by Iraqi English as a foreign language (EFL) majors and English for academic purposes (EAP) learners. Also, determine the differences that are in EFL and EAP students' vocabulary learning strategy (VLS) use as well as exploring EFL and EAP students' views and difficulties. The study samples were 100 undergraduate learners (50 EAP learners and 50 EFL majors studying at Al-iraqia University, Iraq). There were two methods adopted; a validated Likert-scale questionnaire based on a developed version of Schmitt (1997) and further selected four of them for a follow-up semistructured interview. The results of the survey indicated that EFL and EAP learners' most common strategy was determination strategy, whereas, the least common strategy was metacognitive. The finding of the independent sample t-test of the five identified categories: metacognitive, determination, cognitive, memory as well as social, indicated that there was no significant difference between EFL and EAP learners' in the frequency of the use of VLS. The results of the interview indicated that the majority of EFL and EAP learners' valued the significance role of VLS.

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Vocabulary learning strategies used by first year of EFL students

Rachmawati

2018

EnJourMe

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This study aims to find out the type of vocabulary learning strategies that the first year students of Faculty of Economics at Merdeka University, Pasuruan commonly use. This study used qualitative research design; that is, to analyze vocabulary learning strategies used by the students. After the students had done to fill the questionnaires, the researcher conducted one-on-one semi-structured interviews to each of the students in order to get depth information about their vocabulary learning strategies. Based on the strategies for discovering meaning; using an English-Indonesia dictionary, guessing meaning from context, and analyzing pictures or gestures were the strong preferences. While, the less-used from discovering meaning were checking for L1 cognate, analyzing affixes and roots, and analyzing part of speech. In terms of strategies for consolidating meaning; studying and practicing meaning within a group, imaging word form, and imaging word's meaning were preferred. While, the less-used strategies from consolidating meaning were testing oneself with word tests, skipping or passing new word, and continuing to study word over time.

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A Comparison of Iranian EAP Students and EFL Majors on the Use of Vocabulary Learning Strategies

Cited by 3 publications

References 12 publications

A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

The Use of Vocabulary Learning Strategies by EFL and EAP Undergraduate University Learners’ in the Iraqi Context

Vocabulary learning strategies used by first year of EFL students

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