The relationship between vocabulary learning strategies and vocabulary size among Arab EFL learners
This study investigated the vocabulary learning practices among Syrian secondary school students studying English as a Foreign Language (EFL). The study aimed to achieve several key objectives: to examine the types of vocabulary learning strategies most frequently used by Syrian secondary school EFL...
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| Format: | Thesis |
| Language: | English English English |
| Published: |
2025
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| Online Access: | https://etd.uum.edu.my/11893/1/depositpermission.pdf https://etd.uum.edu.my/11893/2/s828950_01.pdf https://etd.uum.edu.my/11893/3/s828950_02.pdf https://etd.uum.edu.my/11893/ |
| Abstract | Abstract here |
| Summary: | This study investigated the vocabulary learning practices among Syrian secondary school students studying English as a Foreign Language (EFL). The study aimed to achieve several key objectives: to examine the types of vocabulary learning strategies most frequently used by Syrian secondary school EFL learners, to estimate their vocabulary size, to assess the relationship between vocabulary learning strategies and vocabulary size, and to explore the challenges that the students face in learning new English vocabulary. The study employed a combination of quantitative and qualitative methods, including a survey on vocabulary learning strategies, a vocabulary size test, and a focus group discussion. The results revealed that the social strategies were the most frequently used learning strategies, while the cognitive strategies were the least used strategies. The students also exhibited limited vocabulary size. A significant correlation was also found between the use of vocabulary learning strategies and participants’ vocabulary size, highlighting the effectiveness of strategic learning in vocabulary learning. The qualitative data also identified major challenges in vocabulary learning, including insufficient exposure to English, difficulties in understanding and using vocabulary, and issues with pronunciation and spelling. The qualitative data also revealed several learner-initiated strategies to cope with these issues, which include self-directed digital support, repetition and memorization techniques, and social and contextual learning. Overall, the study recommends integrating technology, promoting extracurricular language activities, and focusing on contextualized vocabulary instruction |
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