Up Close and Personal: A Case Study of Three University‐Level Second Language Learners’ Vocabulary Learning Experiences

Abstract

This study examines vocabulary-learning experiences of three advanced-level, university English as a second language (ESL) students. Through a case study approach, the researchers explore these second language learners' experiences with completing vocabulary-specific requirements for their ESL courses, focusing on their independent study outside of class. The main identified themes in this research shed light on these students' thoughtful use of vocabulary learning strategies, namely their reliance on translation and memorization, their integrative use of technologies during preparation for vocabulary assessments, and their time and task management strategies relevant to vocabulary learning. The research indicates that these learners were aware of the strengths and limitations of their strategies and used them in nuanced ways to not only meet course requirements but to continue their own independent learning goals that extended beyond the immediate semester. The article concludes with insights that can assist ESL teachers in facilitating vocabulary learning with their English language learners, particularly those who are preparing for university.

Using Qualitative Case Studies in Research on Foreign Language Teaching and Learning

“…In her study of the writing practices of a biliterate migrant student, Yi (2007) purposefully chooses Joan, her research participant, based on certain criteria such as the participant's biliteracy in English and heritage language, writing productivity, and status as a migrant. Similarly, Cornell et al (2016) use one criterion to choose their participants in which they invite only top-scoring students in a vocabulary exercise. At the same time, they also employ convenience sampling because the participants are all students in a university where one of the researchers works.…”

“…A document is a social construct because it reflects the meaning created by its author and reveals the worldview and cultural context of all those involved in its creation (Ball, 2013). Yi (2007) and Cornell et al (2016) employ these techniques in their case study. Yi (2007) conducts interviews once a week for five months (for 1 to 2 hours each session).…”

“…Because she focuses on writing skill, she uses documentary data in the form of participant's writing sample such as poem, online postings, and emails. Cornell et al (2016) conduct semi-structured interviews, observation during participants' vocabulary study and participants' vocabulary journal. Overall, these data sources come together in a triangulating fashion informing each other in the analysis process.…”

Language Camp in Malaysia: Asnaf Students’ Needs and Perception

“…All participants expressed their boredom and unwillingness to learn when the English teachers used teacher-centred approach. Even though memorisation technique is found to be useful for beginners, it is also noted that heavy reliance on this technique may hinder students' improvement of cognitive ability (Cornell et al, 2016). Typical English lessons are very much exam-oriented as mentioned by R1 and R3, R1: "For literature components and writing, usually the teacher (at school) will give us the answer keys (guidance to answer questions) and we will memorise them for examination,".…”

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

“…Teaching writing to L2 learners can be explained under two broad aspects; including writing to communicate and learning to write (Cornell et al, 2016). The learners are needed to go beyond the early writing skills and use target language to write something and communicate (Richards & Rodgers, 2014;Crusan et al, 2016).…”