Strategies of vocabulary learning employed by low-frequency-word level students in international class

Abstract

The application and development of vocabulary learning strategies (VLS) lead to acquiring a more extensive vocabulary size and better performance in language acquisition. Students with different proficiencies might employ various VLS in their language learning process. This study aims to describe and analyze the vocabulary learning strategy used by low-frequency-word level students identified by vocabulary size test they took previously. This study adopted mix-method research by using questionnaires and interviews. The participants were university students of international programs majoring in industrial engineering, civil engineering, and business and economics. The students were identified in low-frequency-word level who were considered able to understand wide reading and specialized study. The findings showed that low-frequency-word level students primarily used dictionary, guessing, and activation strategies. The social strategy was identified as another alternative strategy to learn vocabulary. Google Translate was the most popular translating tool due to its practicality. Guessing meaning strategy was done when failing to find the desired words using an online translation machine. Moreover, the students used social media as the platform to implement the activation strategy. Meanwhile, note-taking, rehearsal, metacognitive strategies belong to the least used VLS as the students are not into intentional vocabulary learning.

Learning expectations, challenges, and strategies of university students on English-medium instruction

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“…Pun and Jin (2021) suggested two learning strategies for the EMI students: (1) using L2 to search for additional information for those already above the English threshold level and (2) using L1 for those below the English threshold level. As information and communications technology is becoming more advanced, the use of such technology, such as social media can be promoted to help EMI students learn better (Citrayasa et al, 2022). In addition, taking a multilingual perspective in EMI by using L1 to cope with challenges is a possible strategy for most students (Macaro et al, 2020) through explaining, translating, and elaborating the taught L2-mediated knowledge (Lin, 2015) and translanguaging (Chen et al, 2020).…”

The role of self-regulated learning on foreign vocabulary learning: a multi-case study

“…Egyptian EFL learner's tendency to utilize meta-cognitive strategy corroborate previous study (Şentürk, 2016) which found that learners with higher level of English proficiency tended to have a higher level of metacognitive capability. On the contrary, students with lower level of English proficiency lack the capability to employ meta-cognitive strategy (Citrayasa et al, 2022).…”

The Size and Depth of Arabic Vocabulary among Students in Malaysia's Selangor Religious Secondary Schools

“…Students at the medium and medium-high levels are classified as students who are able to read and understand the structure of Arabic sentences well and make fewer obvious mistakes. This is because previous research findings confirm that most students use dictionaries and guess the meaning of words as their approach to language learning (Citrayasa et al, 2022). Furthermore, students are aware that the limited space of the language environment does not guarantee that they will be able to maximise their language use and vocabulary knowledge in real-life situations (Sadat, 2017).…”