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" Vocabulary learning strategies employed by English and non-English undergraduate Saudi learners : "
Alyami, Naji Awadh n
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Latin Dissertation
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| Record Number
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833635
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TLets784583
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| Main Entry
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Alyami, Naji Awadh n
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| Title & Author
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Vocabulary learning strategies employed by English and non-English undergraduate Saudi learners :\ Alyami, Naji Awadh n
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| College
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University of Central Lancashire
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| Date
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2018
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| student score
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2018
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| Degree
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Thesis (Ph.D.)
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| Abstract
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The present study examines and describes the use of vocabulary learning strategies (VLSs) used to learn L2 vocabulary, as reported by Najran University students in Saudi Arabia. It examines changes in learners' strategic behaviour when employing VLSs over time. It further investigates why learners use or neglect the use of certain VLSs. Furthermore, the study examines the use and evaluation of VLSs across academic fields of study (AFoS), by sampling English and Computer Science majors using English as a medium of instruction. The participants numbered 158 students enrolled in four-year Bachelor's programmes at Najran University (82 English majors and 76 Computer Science majors). To achieve the aims of the study, a mixed methods data collection process was used. Firstly, a questionnaire survey was conducted, including questions about learners' background information and sets of VLSs. The questionnaire was divided into three main categories: 1) discovering strategies; 2) vocabulary note taking strategies; and 3) retention and memorisation strategies. The learners were asked to rate their use of, and then evaluate the VLSs according to a five-point Likert scale. Semi- structured interviews were then conducted to identify the reasons for learners' preferences for particular VLSs. Data analysis procedures included means testing, a Friedman test, a Wilcoxon Signed Ranks test, an Independent Samples t-test, and an ANOVA General Linear Model of repeated measurement. One of the main contributions of this research is the discovery that the learners generally remained consistent over time in terms of their use of VLSs. The results showed both majors relied on translation to L1 to understand new words, routinely noting down new words with their L1 meaning. Furthermore, both majors, showed little interest in organizing the words they recorded (e.g. organizing words in alphabetical order, or on cards). However, few changes were noted. Furthermore, it was found that the English majors used significantly more deep processing strategies than Computer Science majors, e.g. analysing the structure of new words, also rating the self-reported usefulness of VLS of the VLSs more highly. The conclusion suggests implications for teaching lexis, and offers recommendations for future studies.
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Applied linguistics
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University of Central Lancashire
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