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This study used a descriptive qualitative method to describe the Vocabulary Learning Strategies (VLS) and discover the most dominant strategies used by the eleventh-grade students of MAN 1 Bima. The subjects were 15 male and 15 female students. The data were collected using a questionnaire of 40 items selected from Schmitt’s (1997) Vocabulary Learn...
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Context 1
... to calculate the data from the questionnaire, the researcher used the Likert scale formula: respondent answer / all respondents x 100. Second, the percentage of each strategy was calculated and categorized into five levels based on the Likert Scale presented in Table 1. Then the highest-ranked frequency used in learning strategy is considered the most dominant strategy. ...Context 2
... data from the questionnaire are presented briefly in the form of tables. The average percentage and the frequency category of each vocabulary learning strategy used by male and female students is presented in Table 1. Underline an important and difficult word 53% Medium 33. ...Context 3
... can be seen in Table 1 that male students used all strategies but with different percentages and levels. There were four most common vocabulary learning strategies used by male students in this study, five strategies in items 6, 9, 22, 36, and 39 have the highest percentage than other strategies. ...Similar publications
A good knowledge of vocabulary is crucial to successful language learning, so vocabulary learning strategies have been gaining popularity in EFL classrooms. Research in vocabulary learning has been extensively investigated the factors that affect receptive vocabulary, however the amount of research in productive vocabulary is scarce. The study repo...
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... Further, Abdul Rahman and Nasri [34] showed that memory, note-taking, and guessing using linguistic clues were the three most popular strategies, whereas guessing using previous knowledge and activation were the least popular ones. In the Indonesian context, Aisyah et al. [35] showed that the most frequently used Vocabulary Learning Strategy (VLS) among male students was metacognitive strategies, with a usage rate of 63%, whereas memory strategies were the least utilized at 47%. Similarly, female students primarily relied on metacognitive strategies (72%), whereas determination strategies were the least employed (54%). ...
This study quantitatively examines the vocabulary learning strategies (VLSs) employed by EFL Omani students. A 59-item questionnaire adapted from Schmitt's taxonomy was utilised, with validity ensured through a pilot study involving 50 respondents and experts' review. The final sample included 195 male and female students from the second semester of the 2023-2024 academic year. Data analysis using SPSS 29 included frequency, mean, standard deviations, and significance differences using an independent sample t-test and one-way ANOVA. The results showed that Metacognitive strategies had the highest mean score, making them the most frequently used vocabulary learning strategies among EFL Omani students. In contrast, Memory strategies had the lowest mean score, indicating they were the least preferred approach to vocabulary learning. Determination strategies showed mixed results, with guessing meaning from context and using bilingual dictionaries being more favored, whereas using flashcards and monolingual dictionaries were less preferred. Cognitive strategies also varied, with verbal and written repetition being commonly used, whereas labeling objects and using flashcards had lower mean scores. Regarding the effect of age, gender, and levels of study on VLSs, age does not significantly affect vocabulary learning strategies, as all p-values exceed 0.05, and effect sizes are negligible. Gender significantly influences Determination, Cognitive, and Metacognitive strategies (p < 0.05), with females scoring higher, Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License (https://creativecommons.org/licenses/by-nc/4.0/). 967 Forum for Linguistic Studies | Volume 07 | Issue 02 | February 2025 whereas Social and Memory strategies show no gender-based differences. Further, the level of study does not significantly impact strategy use (p > 0.05), though Metacognitive strategies show a slight upward trend among advanced students.
