ERIC Number: EJ1392817
Record Type: Journal
Publication Date: 2023
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2331-186X
Available Date: N/A
Vocabulary Learning Beliefs and Strategies of Afghan EFL Undergraduate Learners
Rahmani, Saifurrahman
Cogent Education, v10 n1 Article 2194227 2023
It is widely perceived that vocabulary learning is essential in second and foreign language acquisition. Vocabulary learning beliefs (VLB) and vocabulary learning strategies (VLS) are factors that affect both second language acquisition (SLA) and first language acquisition (FLA). This study investigated the vocabulary learning beliefs and vocabulary learning strategies of Afghan EFL undergraduate learners. The study used a random sampling design of a quantitative approach using a survey questionnaire. One hundred and twenty Afghan EFL learners from the English departments of three public universities in Afghanistan participated in the survey. Data were analysed through descriptive statistics (frequency and percentage). The results of the study indicated that Afghan EFL learners' beliefs are positive about vocabulary learning. The participants believe that repetition and reading are the best ways used to remember the words, expressions, and collocations. The study also showed that the majority of the participants used activation strategies, dictionary strategies, and guessing strategies. More than half of learners use memory strategies and almost half of them use metacognitive strategies. On the contrary, less than half of learners use notes-taking strategies. The findings of the study are essential for English language teachers to teach learners about the use of vocabulary learning strategies. Also, the findings of the study can help those who are interested in the use of vocabulary learning strategies in the Afghan context.
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Learning Strategies, Teaching Methods, Undergraduate Students, Student Attitudes, State Universities, Reading Processes, Phrase Structure, Dictionaries, Memory, Notetaking
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Afghanistan
Grant or Contract Numbers: N/A
Author Affiliations: N/A