Vocabulary learning strategies: A comparative study of EFL learners

Understanding students' learning strategies is important for teachers and researchers since they try to develop a learning environment that stimulates high-quality learning outcomes. To this end, the present study examines a sample of 218 EFL students on BA, MA, and Ph.D.s of English language s...

Full description

Saved in:
Bibliographic Details
Published in:Cogent psychology 2020-01, Vol.7 (1)
Main Authors: Ghalebi, Rezvan, Sadighi, Firooz, Bagheri, Mohammad Sadegh
Format: Article
Language:English
Subjects:
Comparative studies
Learning
postgraduate students
Students
undergraduate students
vocabulary learning strategies
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Understanding students' learning strategies is important for teachers and researchers since they try to develop a learning environment that stimulates high-quality learning outcomes. To this end, the present study examines a sample of 218 EFL students on BA, MA, and Ph.D.s of English language studies at an Iranian university. It was an attempt to find out if learners with different levels of academic degrees differ significantly in using vocabulary learning strategies. To this end, the participants answered open-ended and closed-ended questionnaires of Vocabulary Learning Strategies. Drawing on quantitative and qualitative analysis, results revealed significant differences between undergraduate and postgraduate students' usage of vocabulary learning strategies. However, there was no significant difference between MA and Ph.D. students in their use of vocabulary learning strategies. Indeed, exploring the vocabulary learning strategies use of English language students can reveal individual differences in vocabulary learning among students, and encourage EFL teachers and curriculum developers to design materials and activities which would help the learners improve their vocabulary learning.
ISSN:2331-1908
2331-1908
DOI:10.1080/23311908.2020.1824306