Vocabulary learning strategies and beliefs about vocabulary learning

Куликова, О. Н.

doi:10.17077/etd.nxurfdwv

Cited by 6 publications

(5 citation statements)

References 177 publications

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“…The findings are different from Fan (2003)'s findings that are cognitive strategies as the most frequently used and memory strategies as the least frequently used by students. Moreover, it is also different from Kulikova (2015) who find that the most frequently used strategy is memory strategies and cognitive strategies.…”

Section: U-s-e) "School" (S-c-h-o-o-l) "Narrative" (N-a-r-r-a-t-i-v-e...mentioning

confidence: 72%

“…Besides, the study found that Hong Kong learners did not use association strategies for imagery or grouping in L2 vocabulary acquisition. Further to that, Kulikova (2015) investigated vocabulary learning strategies and vocabulary learning beliefs for beginning university students of Russian in the United States. The findings revealed that, in addition to actively using a dictionary, guessing, and note-taking strategies, nearly all participants indicated frequent usage rehearsal strategies, particularly repetition.…”

Section: Introductionmentioning

confidence: 99%

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Analysis on Vocabulary Learning Strategies (VLS) Used by Junior High School Students

Elpit Ade Fitrianti,

Eusabinus Bunau,

Urai Salam

2023

JSRET

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This research identifies the vocabulary learning strategies used by junior high school students. The participants were 103 students from the ninth grade of SMP Negeri 2 Semparuk in the academic year 2020/2021. The data were derived from an open-ended questionnaire which consisted of 5 questions using qualitative analysis, and a close-ended questionnaire consisting of 20 items using descriptive statistics. There were four strategies covered in the questionnaire: metacognitive, cognitive, memory, and activation strategies. Based on the data collected, some students shared their experiences of learning vocabulary daily. They only focused on finding the strategies that will support their learning of English vocabulary by translating, memorizing, taking notes, and highlighting the words that they are going to learn for the next day. They also practiced making sentences using the words they have found. The result also showed that the most frequently used strategies by the ninth-grade students of SMP Negeri 2 Semparuk are activation strategies (M=2.52), then respectively followed by cognitive strategies (M=2.16), memory strategies (M=2.14), and metacognitive strategies (M=2.05).

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Section: U-s-e) "School" (S-c-h-o-o-l) "Narrative" (N-a-r-r-a-t-i-v-e...mentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

Analysis on Vocabulary Learning Strategies (VLS) Used by Junior High School Students

Elpit Ade Fitrianti,

Eusabinus Bunau,

Urai Salam

2023

JSRET

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“…It elicits students, gender, GPA and levels. The second section used Kulikova's (2015) modified questionnaire. It was divided into three categories: the strategies that students use to get the meaning of new vocabulary, the strategies that learners use to study new vocabulary and the strategies that learners follow to revise vocabulary to keep them in their repertoire.…”

Section: B Instruments and Data Collectionmentioning

confidence: 99%

“…The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova's (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak.…”

mentioning

confidence: 99%

Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

Shamsan¹,

Ali²,

Hezam³

2021

AWEJ

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The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

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“…In the meantime, guaranteed based on their investigation that after getting preparing in learning methods, schoolchildren utilized procedures classified into three: metacognitive, intellectual, and social. Another study by Kulikova (2015) studied the vocabulary learning tactics of 97…”

Section: Vocabulary Learning Strategy (Vls)mentioning

confidence: 99%

Effects of vocabulary instruction using bottom-up and top-down instructional approaches on Bhutanese secondary students vocabulary knowledge

Chencho

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This study aimed to (1) investigate the effects of bottom-up (BU) instructional approaches on ESL students' vocabulary knowledge, (2) investigate the effects of top-down (TD) instructional approaches on ESL students' vocabulary knowledge (3) compare the effects of the two approaches on the development of vocabulary knowledge of Bhutanese secondary school students, and (4) explore the students' opinions towards the two approaches. The participants of this study were seventy tenth-graders from a Bhutanese secondary school. They were divided into two groups: BU and TD, and each group of students learned vocabulary through a different instructional approach. The students underwent treatment sessions for two months to learn 168 new academic vocabulary. The students' English vocabulary knowledge was measured quantitatively through vocabulary tests: the vocabulary size test (VST) and the updated vocabulary levels test (UVLT). The data were analyzed through descriptive and inferential statistical techniques. This was followed by a semi-structured interview to extract the views of the participants on the instructional approaches for qualitative data. A total of eight participants (two each of high performers and low performers) from two groups were selected for the interview and the data were analyzed through content analysis. The research findings revealed that both approaches were effective in helping to improve the students' vocabulary knowledge but the results also showed that the improvement in the students' vocabulary knowledge attributed to the BU instructional approach was not significantly different from that of the TD instructional approach. Most participants expressed positive views towards both approaches.

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Vocabulary learning strategies and beliefs about vocabulary learning

Abstract: 4.4 Research Question 3: Relationship between students' beliefs about vocabulary learning and the learning strategies they report using .

Cited by 6 publications

References 177 publications

Analysis on Vocabulary Learning Strategies (VLS) Used by Junior High School Students

Analysis on Vocabulary Learning Strategies (VLS) Used by Junior High School Students

Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

Effects of vocabulary instruction using bottom-up and top-down instructional approaches on Bhutanese secondary students vocabulary knowledge

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Vocabulary learning strategies and beliefs about vocabulary learning

Abstract: 4.4 Research Question 3: Relationship between students' beliefs about vocabulary learning and the learning strategies they report using .

Cited by 6 publications

References 177 publications

Analysis on Vocabulary Learning Strategies (VLS) Used by Junior High School Students

Analysis on Vocabulary Learning Strategies (VLS) Used by Junior High School Students

Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

Effects of vocabulary instruction using bottom-up and top-down instructional approaches on Bhutanese secondary students vocabulary knowledge

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Effects of vocabulary instruction using bottom-up and top-down instructional approaches on Bhutanese secondary students vocabulary knowledge