2022_The Vocabulary Learning Strategies Used by EFL Learners in Saudi Arabia: A Case Study of Turbah University College
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| date | 2022-06-14 |
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| id | 15934 |
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| person | Yaser Hussien Hage |
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| spelling | 15934 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15934 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 137 2022-06-14 15934_e43aec0a3db3306.pdf 2022_The Vocabulary Learning Strategies Used by EFL Learners in Saudi Arabia: A Case Study of Turbah University College Yaser Hussien Hage The mastery of English language vocabulary presupposes learners’ use of a set of strategies that may vary from one learner to another. This variance can be due to multiple factors related to the academic and individual atmosphere. In Turbah University College, the undergraduate students who study English courses provided by Supportive Studies Deanship, which basically provides general English courses to learners, face English language learning difficulties due to geographical and educational reasons. The courses are labeled in accordance with levels depending on students’ academic grades to support the other academic courses. This study explores the patterns and frequency of vocabulary learning strategies employed by Saudi EFL learners at Turbah University College. It also examines the difference between the students’ use of vocabulary learning strategies and two independent variables: gender and academic major. Furthermore, the study examines the ways in which the use of strategies differs in a different context (inside and outside the classroom). A quantitative method is employed. However, an interview is also used to triangulate the study. In the quantitative phase, a questionnaire explores the overall strategy use, the main five strategies use, and the individual items use. The participants are 288 undergraduate students divided almost equally: 145 male learners and 143 female learners. An adopted questionnaire of Schmitt (1997) was used for collecting data. Data were analyzed by means of Statistical Package of Social Sciences, version 22. Means and standard deviations were used to answer the first research question concerning the types and frequency of vocabulary learning strategies. Independent samples T-Test was used to answer the second and third research questions of the significant differences in the use of vocabulary learning strategies according to academic major and gender. In the qualitative phase, a semi-structured interview analyzes in-depth the most and least used VLSs and the effect of the two variables: gender and academic major among 10 male and female learners. It also investigates the role of context (inside and outside the classroom) in determining learners' preferred strategies. Content analysis was employed to analyze the semi-structured interview questions in which themes, sub themes, and nodes were created to provide answers for the qualitative part of this study. The quantitative results demonstrated different percentages of using the determination, memory, social, cognitive, and metacognitive strategies. The overall strategy means score indicates a medium usage of strategies. Metacognitive and determination strategies were the most and the least preferable, respectively. The findings revealed statistically significant differences in the use of vocabulary learning strategies and academic major; Arts students outperformed Science students in such use. The findings also showed that female students were more frequent users of VLSs than male learners. However, there are no statistically significant differences in the use of vocabulary learning strategies and gender. Throughout the content analysis, the qualitative result proved that the social category was the highest in rank, while determination was barely at the bottom. Arts students were more users of vocabulary learning strategies than Science students. The content analysis also revealed that females were more frequent users than males, and the strategies used in the class outnumber the strategies used outside the classroom. This study concludes that the difficulties of vocabulary learning hinder English language proficiency. To address this phenomenon, there is a need for collective efforts of teachers, curriculum designers, and Arab EFL learners themselves. Vocabulary—Study and teaching—Foreign speakers Vocabulary learning strategies in EFL Lexical acquisition techniques in Saudi Arabia EFL learners’ strategies for vocabulary retention Dissertations, Academic Thesis |
| spellingShingle | 2022_The Vocabulary Learning Strategies Used by EFL Learners in Saudi Arabia: A Case Study of Turbah University College |
| state | Terengganu |
| subject | Vocabulary—Study and teaching—Foreign speakers Dissertations, Academic |
| summary | The mastery of English language vocabulary presupposes learners’ use of a set of strategies that may vary from one learner to another. This variance can be due to multiple factors related to the academic and individual atmosphere. In Turbah University College, the undergraduate students who study English courses provided by Supportive Studies Deanship, which basically provides general English courses to learners, face English language learning difficulties due to geographical and educational reasons. The courses are labeled in accordance with levels depending on students’ academic grades to support the other academic courses. This study explores the patterns and frequency of vocabulary learning strategies employed by Saudi EFL learners at Turbah University College. It also examines the difference between the students’ use of vocabulary learning strategies and two independent variables: gender and academic major. Furthermore, the study examines the ways in which the use of strategies differs in a different context (inside and outside the classroom). A quantitative method is employed. However, an interview is also used to triangulate the study. In the quantitative phase, a questionnaire explores the overall strategy use, the main five strategies use, and the individual items use. The participants are 288 undergraduate students divided almost equally: 145 male learners and 143 female learners. An adopted questionnaire of Schmitt (1997) was used for collecting data. Data were analyzed by means of Statistical Package of Social Sciences, version 22. Means and standard deviations were used to answer the first research question concerning the types and frequency of vocabulary learning strategies. Independent samples T-Test was used to answer the second and third research questions of the significant differences in the use of vocabulary learning strategies according to academic major and gender. In the qualitative phase, a semi-structured interview analyzes in-depth the most and least used VLSs and the effect of the two variables: gender and academic major among 10 male and female learners. It also investigates the role of context (inside and outside the classroom) in determining learners' preferred strategies. Content analysis was employed to analyze the semi-structured interview questions in which themes, sub themes, and nodes were created to provide answers for the qualitative part of this study. The quantitative results demonstrated different percentages of using the determination, memory, social, cognitive, and metacognitive strategies. The overall strategy means score indicates a medium usage of strategies. Metacognitive and determination strategies were the most and the least preferable, respectively. The findings revealed statistically significant differences in the use of vocabulary learning strategies and academic major; Arts students outperformed Science students in such use. The findings also showed that female students were more frequent users of VLSs than male learners. However, there are no statistically significant differences in the use of vocabulary learning strategies and gender. Throughout the content analysis, the qualitative result proved that the social category was the highest in rank, while determination was barely at the bottom. Arts students were more users of vocabulary learning strategies than Science students. The content analysis also revealed that females were more frequent users than males, and the strategies used in the class outnumber the strategies used outside the classroom. This study concludes that the difficulties of vocabulary learning hinder English language proficiency. To address this phenomenon, there is a need for collective efforts of teachers, curriculum designers, and Arab EFL learners themselves. |
| title | 2022_The Vocabulary Learning Strategies Used by EFL Learners in Saudi Arabia: A Case Study of Turbah University College |
| title_full | 2022_The Vocabulary Learning Strategies Used by EFL Learners in Saudi Arabia: A Case Study of Turbah University College |
| title_fullStr | 2022_The Vocabulary Learning Strategies Used by EFL Learners in Saudi Arabia: A Case Study of Turbah University College |
| title_full_unstemmed | 2022_The Vocabulary Learning Strategies Used by EFL Learners in Saudi Arabia: A Case Study of Turbah University College |
| title_short | 2022_The Vocabulary Learning Strategies Used by EFL Learners in Saudi Arabia: A Case Study of Turbah University College |
| title_sort | 2022_the vocabulary learning strategies used by efl learners in saudi arabia: a case study of turbah university college |