Vocabulary Learning Strategies Preferences By EFL University Learners  

Oleh:

Melani, Boniesta Zulandha ; Isnaini, Muhamad ; Wardhana, Lalu Ali ; Fitriana, Eka ; Syahrial, Edy

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 25-34.
Topik: EFL; Learners; Vocabulary; Learning Strategies
Fulltext: hal 25.pdf (16.58MB)

Isi artikel

Looking at the direct relation between vocabulary knowledge and learning strategies applied to remember words, the low English vocabulary acquisition by Indonesian learners reported in several studies (Quinn, 1968; Nation, 1974; Nurweni & Read, 1999; Melani, Isnaeni & Wardhana, 2013) has added more reason for the necessity to measure the application of vocabulary learning strategies applied by Indonesian learners. For this purpose, 86 first semester university students in English language program were questioned on their use of word learning strategies (Metacognitive Regulation, Guessing, Dictionary, Note-Taking, Memory Rehearsal, and Memory Encoding strategies) using Vocabulary Learning Questionnaire (VLQ Version 3.0) designed from previous similar research by Gu and Johnson (1996). Findings show medium use of all types of strategies, showing positive attitudes towards the application of word learning strategies. Specifically, Dictionary strategies (3.63) and Guessing strategies (3.56) are highly applied, and both Memory rehearsal (2.69) as well as Memory-encoding strategies (2.65) are the least applied. Similar study on Chinese EFL learners confirms frequent use of dictionary and guessing for comprehension purpose (Gu and Johnson, 1999) for second language word learning, particularly at this stage of education level. This finding however, contradicts to the fact that Asian learners in general are likely to choose memory type of learning (O’Malley & Chamot, 1990; Politzer & McGroarthy, 1985). In this case, memory learning does not become learners’ preference once they reach higher education level.

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