Strategies of vocabulary learning employed by low-frequency-word level students in international class

Vinindita Citrayasa, Elisabeth Marsella, Maria Setyaningsih Nernere

Abstract


The application and development of vocabulary learning strategies (VLS) lead to acquiring a more extensive vocabulary size and better performance in language acquisition. Students with different proficiencies might employ various VLS in their language learning process. This study aims to describe and analyze the vocabulary learning strategy used by low-frequency-word level students identified by vocabulary size test they took previously. This study adopted mix-method research by using questionnaires and interviews. The participants were university students of international programs majoring in industrial engineering, civil engineering, and business and economics. The students were identified in low-frequency-word level who were considered able to understand wide reading and specialized study. The findings showed that low-frequency-word level students primarily used dictionary, guessing, and activation strategies. The social strategy was identified as another alternative strategy to learn vocabulary. Google Translate was the most popular translating tool due to its practicality. Guessing meaning strategy was done when failing to find the desired words using an online translation machine. Moreover, the students used social media as the platform to implement the activation strategy. Meanwhile, note-taking, rehearsal, metacognitive strategies belong to the least used VLS as the students are not into intentional vocabulary learning.


Keywords


international students; low-frequency-word level; vocabulary learning strategy

Full Text:

PDF

Article Metrics

Abstract view : 316 times | PDF view : 150 times

References


Alahmadi, A., & Foltz, A. (2020). Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition. PLoS ONE, 15(7), 1–25. https://doi.org/10.1371/journal.pone.0236798

Alahmadi, A., Shank, C., & Foltz, A. (2018). Vocabulary learning strategies and vocabulary size: insights from educational level and learner styles. Vocabulary Learning and Instruction, 7(1), 14–34. https://doi.org/https://doi.org/10.7820/vli.v07.1.alahmadi

Alqarni, I. R. (2018). Saudi English major freshmen students’ vocabulary learning strategies: an exploratory study. International Journal of Applied Linguistics and English Literature, 7(1), 141–145. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.141

Amirian, S. M. R., & Heshmatifar, Z. (2013). A survey on vocabulary learning strategies: a case of Iranian EFL university students. Journal of Language Teaching and Research, 4(3), 636–641. https://doi.org/10.4304/jltr.4.3.636-641

Boonnoon, S. (2019). Vocabulary learning strategies employed by Thai university students across four academic profiles. Theory and Practice in Language Studies, 9(8), 902–910. https://doi.org/10.17507/tpls.0908.02

Bytheway, J. (2015). A taxonomy of vocabulary learning strategies used in massively multiplayer online role-playing games. CALICO Journal, 32(3), 508–527. https://doi.org/10.1558/cj.v32i3.26787

Dornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: UOP Oxford.

Ghalebi, R., Sadighi, F., & Bagheri, M. S. (2020). Vocabulary learning strategies: a comparative study of EFL learners. Cogent Psychology, 7(1), 1–12. https://doi.org/10.1080/23311908.2020.1824306

Gu, P. Y. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching, 8(2), 325–350. https://doi.org/10.14746/ssllt.2018.8.2.7

Ivankova, N. V., & Greer, J. L. (2015). Mixed methods research and analysis. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics (pp. 63–82). London: Bloomsbury.

Karjo, C. H., & Metta, E. (2019). The translation of lexical collocations in undergraduate students’ theses’ abstract: students versus Google Translate. Lingua Cultura, 13(4), 289–296. https://doi.org/10.21512/lc.v13i4.6067

Kremmel, B. (2016). Word families and frequency bands in vocabulary test: Challenging conventions. TESOL Quarterly, 50(4), 976–987. https://doi.org/http://doi.org/10.1002/tesq.329

Nation, P. (2012). The vocabulary size test. The Language Teacher, 31(7), 9–13. Retrieved from http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/Vocabulary-Size-Test-information-and-specifications.pdf

Nation, P., & Yamamoto, A. (2012). Applying the four strands to language learning. International Journal of Innovation in English Language Teaching, 1(2), 167–181. Retrieved from https://www.victoria.ac.nz/__data/assets/pdf_file/0003/1626123/2012-Yamamoto-Four-strands.pdf

Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: a comprehensive guide. Boston: Heinle Cengage Learning.

Santacruz, D. I., & M. Ortega, D. (2018). Can working memory strategies enhance English vocabulary learning? How, 25(2), 29–47. https://doi.org/10.19183/how.25.2.410

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Siegel, J. (2021). Evaluating EAP notetaking textbooks: eight key questions. Journal of English for Academic Purposes, 50(1), 1–6. https://doi.org/10.1016/j.jeap.2020.100952

Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65(1), 130–138. https://doi.org/10.1016/j.system.2017.01.010

Tilfarlioglu, F. Y., & Sherwani, S. (2018). An analysis of the relationship among EFL learners’ autonomy, self-esteem, and choice of vocabulary learning strategies. Theory and Practice in Language Studies, 8(8), 933–947. http://dx.doi.org/10.17507/tpls.0808.05

Xiaoning, C., & Feng, T. (2017). Assessing the effects of word exposure frequency on incidental vocabulary acquisition from reading and listening. Chinese Journal of Applied Linguistics, 40(1), 56–73. https://doi.org/10.1515/cjal-2017-0004

Yaacob, A., Shapii, A., Saad Alobaisy, A., Al-Rahmi, W. M., Al-Dheleai, Y. M., Yahaya, N., & Alamri, M. M. (2019). Vocabulary learning strategies through secondary students at Saudi school in Malaysia. SAGE Open, 9(1), 1–12. https://doi.org/10.1177/2158244019835935

Yamada, H. (2018). Exploring the effects of metacognitive strategies on vocabulary learning of Japanese junior high school students. Journal of Asia TEFL, 15(4), 931–944. https://doi.org/10.18823/asiatefl.2018.15.4.3.931




DOI: https://doi.org/10.23971/jefl.v12i1.3535

Article Metrics

Abstract view : 316 times
PDF - 150 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 THE AUTHOR(S)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl

OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

web
stats View My Stats


Flag Counter