Vocabulary learning strategies among secondary students at Saudi School Malaysia

Vocabulary learning is considered as a major process in acquisition of English as a foreign language (EFL). During the process, a learner manages to develop a few vocabulary learning strategies (VLSs). A majority of EFL learners, who have realized the importance of vocabulary in their language learning, also understand that knowledge of the English diction can enhance their overall linguistic skills, facilitating their communication with people and expressing their ideas. This study is dedicated to the research of VLSs employed by a group of Saudi Arabian learners in an EFL context. The rationale for the study is to clarify a pronounced lack of research on the EFL context in Saudi Schools Abroad (SSA), and a
dearth of prior research into VLSs in this context. In particular, this research intends to identify how students at Saudi School Malaysia (SSM) employ VLSs in their actual learning process. The second objective deals with examining the significant differences in VLSs
adopted by the participants based on their, gender, age, grade, years of studying English and language proficiency. Thirdly, this study is also interested in exploring the major factors which affect the use of VLSs among participants. The final objective of this study concerns with investigating the use of strategies in all 5-stages of vocabulary learning (Brown & Payne’s, 1994, 5-stages model). The context of this research has taken place at SSM where the total number of participants is 120. A mixed method used in order to fulfil the above objectives. Analysis of quantitative data revealed that all five strategies identified (i.e. discovery, vocabulary use, retrieval, metacognitive and storage); the mean scores for the four strategies were all at medium usage by the participants except ‘storage’ which fell below the average range. In addition, gender, age, years of studying English and grade were not significant in terms of strategies adopted by the participants. However, there were significant differences of strategies adopted by the participants of different language proficiency ability since students who identified as very good were found to be employing the strategies of
‘vocabulary use’ and ‘discovery’ more than other strategies. Analysis of the qualitative data revealed that language learning environment, attitudes, beliefs, and motivation were considered as major factors affecting the use of VLSs among participants. Major themes also have been stated by the participants regarding the strategies they used in all 5-stages of vocabulary learning, such as guessing strategies, using monolingual and picture dictionaries,
using memory strategies and lastly using the new word with all its possible collocations. Many participants involved in this study understand the importance of vocabulary learning albeit much of the strategies they employed were at a moderate level. Particularly, the focus and great emphasis should be on the role of strategies (VLSs) rather than on memorizing grammar rules and structures, thus learners (EFL) can achieve the goal of vocabulary learning efficiently and successfully.