EFL Students’ Awareness and Use of Vocabulary Learning Strategies in EFL Classes: The Case of Grade 11 Students at Woreta Secondary and Preparatory School, South Gondar, Ethiopia

Abstract

The purpose of this study was to study grade 11 students' awareness and use of vocabulary learning strategies in EFL classes at Woreta Secondary and Preparatory School. To conduct this study, mixed research (qualitative and qualitative) method was employed due to the nature of the research problem. The population of the study were Grade 11 students who were enrolled in the year 2009 E.c and five Grade 11 EFL teachers. As it was impossible to incorporate all students in this study, 120 (14%) out of the total population of 841 students were selected using simple random sampling method. Hence, 120 students were all selected for questionnaire. Furthermore, six students were randomly selected from those 120 students and 2 EFL teachers who were teaching English were selected for interview. Data were collected using questionnaire, interviews and observations. The data obtained from the samples were analyzed qualitatively and quantitatively. The quantitative data were presented using frequency and percentage. The findings of this study indicated that the students did not know many vocabulary learning strategies and did not think that these vocabulary learning strategies are important to increase their word power. The students employed only a few vocabulary learning strategies. Finally, it was concluded that the students lack awareness about the vocabulary learning strategies and they did not use as many vocabulary learning strategies as they can. Based on the find of the study the researcher recommended that teachers must create awareness about vocabulary learning strategies and should give opportunities for their students to practice different vocabulary learning strategies.