Vocabulary Learning Strategies (VLSs) Preferred by Saudi EFL Students

Al-Bidawi, Sultanah Abdulmoslah

doi:10.5539/elt.v11n12p211

Cited by 6 publications

(7 citation statements)

References 7 publications

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“…Gil (2022) found that the determination strategy was the most employed strategy, and the least used strategy was the metacognitive strategy. Nevertheless, the result of this research contradicts the result obtained by (Al-Bidawi, 2018), which found that the first most used were social strategies, and the second most used category was cognitive strategies.…”

Section: Discussioncontrasting

confidence: 99%

Vocabulary Learning Strategies Used by Saudi Female EFL Learners

Alzahrani¹,

Alq²

2023

IJLTS

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The present study aimed at investigating vocabulary learning strategies (VLSs) applied by ten adult female EFL learners at Taif University, Saudi Arabia. In addition, it explored how the current widespread of internet-assisted tools have influenced vocabulary learning strategies and how participants treat new words after encountering them. The data of this study consists of a mixed-methods approach. First, introspective and retrospective verbal reports of ten English-major learners who met new vocabulary while reading a passage. Secondly, in the interview stage, participants were asked about how the internet and mobile resources affect how they approach new words and their lexical knowledge/size. Furthermore, they were asked if they follow specific strategies to commit new vocabulary to memory. The findings of this research showed that the participants used similar vocabulary learning strategies. During the reading task, the most preferred strategy was guessing the meaning of the words from the context. Consulting a monolingual or bilingual dictionary was the second most used strategy, while the least used strategy was asking the teacher to discover the meaning of the unknown words. Participants in this study reported that they prefer memory strategies over cognitive strategies. Moreover, they said that the accessibility of internet learning tools has contributed to increasing their vocabulary size and lexical knowledge.

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Section: Discussioncontrasting

confidence: 99%

Vocabulary Learning Strategies Used by Saudi Female EFL Learners

Alzahrani¹,

Alq²

2023

IJLTS

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“…Vocabulary learning is a daily activity among undergraduate learners from various Saudi universities (Alhaisoni, 2012). Similar to other universities in all places, EFL learners face a lot of challenges in gathering required knowledge and volumes of vocabulary that will enable them to adequately comprehend the second/foreign language effectively in their various fields of endeavors (Al-Bidawi, 2018). Saudi undergraduate EFL learners struggle with vocabulary learning due to a lack of breadth and depth of vocabulary awareness, which is commonly associated with the frequency of vocabulary memorization and the pattern of strategy memorization (Al-Bidawi, 2018;Alqarni, 2019).…”

Section: Problem Statementmentioning

confidence: 99%

“…Similar to other universities in all places, EFL learners face a lot of challenges in gathering required knowledge and volumes of vocabulary that will enable them to adequately comprehend the second/foreign language effectively in their various fields of endeavors (Al-Bidawi, 2018). Saudi undergraduate EFL learners struggle with vocabulary learning due to a lack of breadth and depth of vocabulary awareness, which is commonly associated with the frequency of vocabulary memorization and the pattern of strategy memorization (Al-Bidawi, 2018;Alqarni, 2019). As a result of these issues, Saudi undergraduate learners have problem in remembering the words at point of need, particularly for writing academic documents (e.g.…”

Section: Problem Statementmentioning

confidence: 99%

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Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Aljurbua¹

2021

AWEJ

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Saudi EFL (English as a Foreign Language) learners have difficulty in chosen appropriate strategies for learning vocabulary and memorization during their undergraduate studies. Saudi undergraduate learners have the problem in remembering words at a point of need such as writing and speaking. In search of solution to this problem in Saudi Arabia, this study aims to examine the memory strategies for vocabulary learning employed by Saudi undergraduate EFL learners in Saudi Arabia. Overall, 110 Saudi undergraduate learners participated in this study. The study employs quantitative approach using descriptive statistical analysis. This study used Oxford (2003) language learning strategies of memory strategies for vocabulary learning. The results revealed that the creating mental linkage (CML) is the common and the highly most used vocabulary learning strategy by Saudi undergraduate EFL learners in Saudi Arabia. Subsequently, reviewing well (RW) and applying images & sounds (AIS) learning strategies are the second and the third most highly used strategies among the students. The EA learning strategy is the least used among the undergraduate EFL learners. Further, the findings also indicated that the Saudi undergraduate EFL learners prefer CML strategy more than they use employing actions (EA) in their vocabulary learning and memorization. According to these results, CML and RW strategies were observed to be both at a high level of utilization, whereas AIS and EA categories were at the medium utilization level. Based on the results, high usage ranges from a mean of 4.0 or above, medium usage ranges from a mean of 2.5 to 3.9, and low usage ranges from a mean of 2.4 or lower. Therefore, CML and RW strategies appeared to be most appropriate choice for Saudi students in memorizing vocabularies. It is recommended that future study should focus on in-depth analysis of these two most used strategies to encompass the depth and breadth of the usage and memorization.

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“…Avrupa Ortak Dil Kriterlerine göre mevcut olan 6 dil düzeyi aşağıda gösterilmektedir: Yabancı dil(ler)in eğitimi sürecinde kelime öğretim alanlarıyla ilgili ulusal ve uluslararası literatür incelendiğinde daha önce yayınlanmış araştırmalar arasında ilk grupta İngilizce eğitiminde kelime bilgisinin geliştirilmesine yönelik yayınlanmış çalışmalar mevcuttur (Zengin, 2019;Akmaz;Al-Bidawi, 2018;Ketevan, 2018;Zorluel Özer & Cabaroğlu, 2018;Albar, 2017;Demir, 2017;Gök, 2017;Kansızoğlu, 2017;Maghsoudi & Golshan, 2017;Mashhadi Heidar & Sadeghzadeh Hemayati, 2017;Patahuddin, Syawal & Bin-Tahir, 2017;Patterson, 2017;Baldoumi, 2016;Işık, 2016;Işık & Semerci, 2016;Tosun, 2016;Anadol, 2015;Başören, 2015;Çelik, 2015;Ebrahimi & Azhideh, 2015;Hemmati & Asmawi, 2015;Hişmanoğlu, 2015;Şimşek, 2015;Wang, Theng & Chen, 2015;Al-Darayseh, 2014;Kocaman & Kızılkaya Cumaoğlu, 2014;Özdemir, 2014;Sarı Atilla, 2014;Aktekin & Güven, 2013;Amirian & Heshmatifar, 2013;Shintani, 2013;Tayhani Temizgöl, 2013;Akkakason, 2012;Gülten, 2012;Heidari, & Tavakoli, 2012;Ping & Siraj, 2012;…”

Section: Introductionunclassified

To Determine the Views of Students Using the Internet Site “Le Fle Pour Les Curieux” for Teaching the French Vocabulary in A1 Language Level

Şahenk

2019

IBAD Sosyal Bilimler Dergisi

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The problem sentence can be expressed as follows: "What are the students 'opinions about the use of the website "Le FLE Pour Les Curieux" in the process of the vocabulary teaching at French A1 language level?" The aim of this study is to determine the views of the university students using the internet site "Le FLE Pour Les Curieux". Qualitative method was used in the study. This research is a case study. This research was conducted in the fall semester of the 2017-2018 academic year, face-to-face interviews with 10 students learning French as a second foreign language in the 3rd year of the Marmara University English Language Teaching Department. As a result, the majority of students argued that their interest, desire and motivation towards French had increased and they had seen significant improvements in their listening, reading, speaking and writing skills. In addition, a few of the students affirmed that the researcher had difficulty in time management and that it would be beneficial to extend the process of internet-supported activities.

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Vocabulary Learning Strategies (VLSs) Preferred by Saudi EFL Students

Cited by 6 publications

References 7 publications

Vocabulary Learning Strategies Used by Saudi Female EFL Learners

Vocabulary Learning Strategies Used by Saudi Female EFL Learners

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

To Determine the Views of Students Using the Internet Site “Le Fle Pour Les Curieux” for Teaching the French Vocabulary in A1 Language Level

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