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

Abstract

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.

Vocabulary learning strategies of university students: The case of preparatory year students and English major students

“…The results portrayed in Figure 3 justify our claim about the diversity of using VLSs among different students in either a different, or the same, context. This is consistent with previous research on VLSs (e.g., Schmitt, 1997, Gu, 2003Al-Qahtani, 2005;Al-Fuhaid, 2007;Ben Kridis, 2023) revealing that language students typically use a different number of VLSs and they sometimes prefer some VLSs, but not others. The current results indicate that EFL students were in favour of using metacognitive strategies, such as "Using English language media", "Using spaced word practice to revise vocabulary", and "Studying the word over time", more frequently than other types of strategies.…”

“…Females used note-taking strategies more frequently than males, but males used the "writing new words in English class notebook" more than females. In addition, Al-Qahtani (2005) found that female students, more often than male students, depend on "writing example sentences using the new word", "writing down the pronunciation of the new words", "grammatical organisation of the new words", and "repeating a sentence in which the word is used". In short, the results showed that discovery and consolidation categories were more frequently used than other types of VLSs.…”