ENGLISH VOCABULARY LEARNING STRATEGIES OF THIRD-YEAR STUDENTS AT FACULTY OF LANGUAGES, SOUPHANOUVONG UNIVERSITY
Article Sidebar
Main Article Content
Abstract
The main objective of this study was to investigate the most dominant English vocabulary learning strategies of the third-year students at Department of Foreign Languages, Faculty of Languages, Souphanouvong University. This research was designed by quantitative research and used a set of questionnaires to collect data from third-year students at Department of Foreign Languages, Faculty of Languages, Souphanouvong University. After collecting the effective data, the researcher analyzed the data by using SPSS to investigate the most dominant English vocabulary learning strategies. The mean and Standard deviation were used for data analysis. There are 39 students, 10 females, and 29 males. The sample group was selected by using convenience sampling. The questionnaire consists of two parts: personal information and 20 items of English Vocabulary Learning Strategies.
The results of this study were as follows: The research found that English vocabulary learning strategies of third-year students at Department of Foreign Languages, Faculty of Languages, Souphanouvong University. There were five categories of strategies: determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. Based on the statistical analysis, the most dominant strategies that third-year students applied in learning vocabulary were metacognitive strategies. Most of third third-year students preferred to learn vocabulary by listening to English songs and news, with a mean of 4.38 and a standard deviation of 1.024. The students believed that learning vocabulary by listening to English songs and news, students could gain a wide variety of words. Moreover, the students enjoyed the entertainment at the same time. Although sometimes it was quite difficult, students never quit themselves to learn vocabulary through songs and news because there were several benefits more than drawbacks.
Downloads
Article Details
References
Bakti, K. N. (2018). Vocabulary learning strategies used by junior high school students. Indonesian Journal of English Language Studies, 3(2), 1 - 16.
Etikan, I., Musa, S. A. and Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1 - 4.
Academic Affairs Department, Faculty of Languages. (2023). Final Report of Students’ Score in 2023. Luangprabang, Laos: Academic Affairs Department.
Ghalebi, R., Sadighi, F. and Bagheri, M. S. (2021). A Study of Vocabulary Learning Strategies among High and Low Iranian English Vocabulary Learners. Cogent Education, 8(1), 1834933. doi: https://doi.org/10.1080/2331186X.2020.1834933
Kafipour, R. and Naveh, M. H. (2011). Vocabulary Learning Strategies and Them Language (EFL) learners: A literature review International. Journal of Humanities and cultural studies, 2(2), 292 - 301.
Mahu, D. P. (2012). Why Is Learning English So Beneficial Nowadays?. International Journal of Communication Research, 2(4), 374 - 376.
Misbah, N. H., Mohamad, M., Yunus, M. and Ya’acob, A. (2017). Identifying the Factors Contributing to Students’ Difficulties in the English Language Learning. Creative Education, 8, 1999 - 2008. doi: https://doi.org/10.4236/ce.2017.813136
Schmitt, N. (2008). Vocabulary learning strategies In Norbert Schmitt and Michael McCarthy (Eds.). Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Tunggadewi, I. (2016). Vocabulary Learning Strategies: a Survey Study of the First-Year Students in the English Language Education Department Islamic University Of Indonesia 2015-2016. [Thesis of Degree in English Language Education, Islamic University of Indonesia Yogyakarta]. https://dspace.uii.ac.id/handle/123456789/32779
