Vocabulary learning strategies used by first year of EFL students

Abstract

This study aims to find out the type of vocabulary learning strategies that the first year students of Faculty of Economics at Merdeka University, Pasuruan commonly use. This study used qualitative research design; that is, to analyze vocabulary learning strategies used by the students. After the students had done to fill the questionnaires, the researcher conducted one-on-one semi-structured interviews to each of the students in order to get depth information about their vocabulary learning strategies. Based on the strategies for discovering meaning; using an English-Indonesia dictionary, guessing meaning from context, and analyzing pictures or gestures were the strong preferences. While, the less-used from discovering meaning were checking for L1 cognate, analyzing affixes and roots, and analyzing part of speech. In terms of strategies for consolidating meaning; studying and practicing meaning within a group, imaging word form, and imaging word's meaning were preferred. While, the less-used strategies from consolidating meaning were testing oneself with word tests, skipping or passing new word, and continuing to study word over time.

Vocabulary Learning Strategies Employed by Korean Medical Students for Medical Terminology and General English Words

“…Secondly, the most frequently used strategies for medical students when learning general English were using an online dictionary and guessing from the context. These strategies were consistent with those seen in previous studies (Park, 2001;Rachmawati, 2018;Seddigh & Shokrpur, 2012). In this regard, Gu and Johnson (1996) observed that proficient learners make more use of guessing and dictionary strategies than other strategies.…”

“…Furthermore, no study was found to reveal how a group of medical students would employ VLS differently when learning classmates for meaning, and guessing through textual context were the most popular strategies among Taiwanese students. Rachmawati (2018), who also modified Schmitt's (1997) classification to suit the local educational context, found that Indonesian EFL students engaged VLS by using bilingual dictionaries, guessing meaning from context, and analyzing pictures or gestures. Very recently, Laffey (2020) conducted an online experiment with 135 Korean university students.…”

“…In sum, researchers continue to follow Schmitt's VLS classification (1997) and modify it to fit their research context. Furthermore, they addressed the need to include strategies relevant to technology development, such as the Internet and smartphones, due to their impact on learning behavior (Collins, 2016;Laffey, 2020;Rachmawati, 2018).…”

Estrategias de aprendizaje de vocabulario en inglés mediadas por tecnología en contextos universitarios

“…De hecho, la EAV de uso de diccionario y otras fuentes de consulta emergió como una de las más frecuentes entre las 13 categorías. Este resultado coincide con los hallazgos reportados por Asgari y Mustapha (2011), Saengpakdeejit (2014), Rachmawati (2017), Lestari y Puspitasari (2021), Shamsan et al (2021) y Alamri y Hakami (2022).…”

Charades game: does it affect students’ learning on English vocabulary?

“…Thus, without a relative measure of vocabulary, everybody will get inconvenience in their perusing, composing, talking, and tuning in. Studies about the importance of using strategies in teaching vocabulary suggest that instead of asking students to study word lists, teacher have to provide teaching strategies to infer the unknown vocabulary (Çiftçi & Üster, 2009), thus they will remember those word in long-term memory (Rachmawati, 2018).…”