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

Abstract

Vocabulary-learning strategies play an important role in English language learning and acquisition. This study investigates the vocabulary learning strategies (VLSs) that university students use while they learn new words. It is an attempt to figure out whether VLSs differ across university levels. A 5-Likert scale vocabulary learning strategies-questionnaire and a semi-structured interview administered to 82 university learners (namely, 52 first-year English major male (EFL), and 32 Preparatory Year Deanship learners (PYD)). The results showed that EFL learners and PYD learners approximately share the same number of VLSs, yet the frequent use of their strategies is different. While EFL learners mostly use metacognitive strategies in learning new words, PYD learners use determination strategies most frequently. The results indicated that enrichment of the mental lexicon and autonomy in language learning are the main reasons for using some VLSs. Besides, the main reason for not using some VLSs is the unfamiliarity with those VLSs.