IDEAS home Printed from https://ideas.repec.org/a/ibn/eltjnl/v11y2018i12p211.html
   My bibliography  Save this article

Vocabulary Learning Strategies (VLSs) Preferred by Saudi EFL Students

Author

Listed:
  • Sultanah Abdulmoslah Al-Bidawi

Abstract

The aim of this study is to identify Vocabulary Learning Strategies (VLS) that seem to be used more frequently by Saudi undergraduate English as a Foreign Language (EFL) students and to discuss the sub-strategies amongst the main five strategies identified by Schmitt’s (1997) taxonomy of VLS. The population sample of 94 undergraduates was selected from Al Jouf University with the use of quantitative survey methodology. The questionnaire was designed based on Schmitt’s (1997) taxonomy, with minor modifications. The findings reveal that Saudi undergraduate EFL learners highly preferred social strategies and, to a lesser degree, cognitive, meta-cognitive and determination strategies. It appears from this small sample size that memory strategies are the least preferred. From the sub-category strategies that appeared to be most preferred from the field work, our findings indicate that.

Suggested Citation

  • Sultanah Abdulmoslah Al-Bidawi, 2018. "Vocabulary Learning Strategies (VLSs) Preferred by Saudi EFL Students," English Language Teaching, Canadian Center of Science and Education, vol. 11(12), pages 211-211, December.
    • Handle: RePEc:ibn:eltjnl:v:11:y:2018:i:12:p:211
    as

    Download full text from publisher

    File URL: https://ccsenet.org/journal/index.php/elt/article/download/0/0/37552/38297
    Download Restriction: no
    File URL: https://ccsenet.org/journal/index.php/elt/article/view/0/37552
    Download Restriction: no
    ---><---

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:eltjnl:v:11:y:2018:i:12:p:211. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.