A survey on the use of vocabulary learning

strategies by ELT and EFL students of Duhok University

in Northern Iraq

Wisam Ali Askar

Outline Introduction Statement of the problem The aim of the study Research Questions The significance of the study Review of the literature Research Methodology Results and Findings Implications Suggestions for future studies

Introduction

Wilkins (1972, p.111) stated, “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed”.

Researchers like Hedge (2000) and Yu-Ling (2005) indicated that vocabulary in the language learning classes has long been neglected

Statements of the Problem

Lack of attention to vocabulary by learners and teachers to VLSs.

Most of language learners have been to taught to acquire vocabulary based on its phonetic representation or their Kurdish meaning.

Lack of different strategies in learning vocabulary.

The aim of the study

The major purpose of the study was to examine and compare the vocabulary learning strategies employed by the ELT and EFL students as well as the relevance of gender and grade levels in terms of using learning strategies.

Research Questions

1. Are ELT and EFL undergraduate learners high, medium or low VLS users?

2. What are the most and least frequently used VLSs by ELT and EFL learners?

Research Question

3. Are there any significant differences between male and female learners in VLS use?

4. Are there any significant differences

among graders in VLS use?

5. Are there any significant differences between ELT learners and EFL learners in applying VLSs?

The significance of the study

An awareness of the important of vocabulary.

An awareness of different VLSs.

Review of the literature

Definitions of vocabulary learning strategies

In this study, VLS means “any devices, tools or techniques used by the language learners to retain their vocabulary easily”.

Classification of VLSsSocialMemoryCognitiveMetacognitive

Methodology

The research design: Survey Creswell (2012, p.376) stated that we “use

survey research to determine individual opinions”.

Participants:The study included 466 students. 199 male (42.7%) and 277 females(57.3%) 223 (47.9%) were ELT students from the

Faculty of Basic Education and 243 (52.1%) were EFL students from the Faculty of Humanities.

Methodology

The study included 129 1st year students, 139 2nd year students, 106 3rd year students and 92 4th year students.

The questionnaire Tek’s (2006) VLS questionnaire , 36 items

was used.

Five point Likert scale was used to find the frequency of each strategy: Never, Sometimes, Often, Usually, and Always.

Methodology

Data collection procedures Permissions letters. Instructions explained in English and Kurdish.

Data Analysis: Statistical Package of Social Sciences (SPSS 20) The frequency method, T-test, One way ANOVA, and

Post-hoc

Results and Findings

The students of this study were found to be medium strategy users(M=2.98) .

Frequency of Strategy Use in the Four Main Strategy Categories

Strategies M S.D. Strategy level

Cognitive 3.29 1.08 Medium

Memory 3.06 1.06 Medium

Metacognitive 2.89 1.14 Medium

Social 2.69 1.12 Medium

Results and Findings The Most and Least Frequently Used

Vocabulary Learning Strategies

The five most used strategies Strategy items Mean

1. Use English language internet 3.80 2. Take notes in class. 3.77 3. Use a bilingual dictionary 3.69 4. Image word’s meaning. 3.53 5. Use a monolingual dictionary 3.51

Results and Findings

The five least used strategies Strategy items

Mean 1. Test with your parents, if they know English

1.902. Ask your school teacher for Kurdish translation

2.033. Ask your teacher to check your word lists for accuracy

2.324. Listen to English- radio program

2.455. Read an English language newspaper

2.49

Results and Findings

Vocabulary Learning Strategy Use and Gender

T-test shows the statistic significant differences only between the use of four individual strategies and gender.

strategy Sig. Take notes in class 001* Test with your parents, if they know English 003* Learn by pair work in class 001* Learn by group work in class 002*

These findings support the idea that the females tend to use more social strategies than males.

Results and Findings

Vocabulary Learning Strategy Use and Grade Level

The Grade MeanFourth grade 3.03Third grade 3.01First grade 2.99Second grade 2.92

The more experienced students in studying English use more VLSs than the less experienced students in learning English

Results and findings

Vocabulary Learning Strategy Use and Field of Study T-test shows the significant differences between the use of six

individual strategies and field of study. strategy

Sig.Connect the word to its synonyms and

antonyms .000Use new word in sentences .000Ask your teacher to check your word lists for accuracy .002Ask your teacher for sentence including the new word .000Memorize parts of speech .000Use English language

internet .005

The ELT and EFL learners studying English at the Duhok University were more alike than different in VLS use.

Implications

Vocabulary was not taught explicitly.

Teachers ‘s familiarity with VLSs Training the learners

Collaborative and interaction activities.

Suggestions for further research

Investigating whether teachers teach or apply any of the strategies in their own classrooms.

The parents’ English language

Using qualitative data collection

No difference between male and females in English majors does not mean that there is no difference of non-English majors.

Thank You