Investigating EFL Undergraduates’ Vocabulary Learning Strategies (VLSs) at a University in Syria

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Maisaa Moustafa Daaboulis
Vahid Nimehchisalem
Mustafa Mahdi Jubier

Abstract

Although vocabulary learning plays a significant role in developing learners’ abilities to understand and use a language for communication, there is little research conducted on vocabulary learning among EFL Syrian learners. Therefore, the present study aims to investigate the use of Vocabulary Learning Strategies (VLSs) among 100 randomly selected EFL Syrian first-year undergraduates in a university in Syria. Using quantitative methods of data collection and analysis, the data were collected through the VLS questionnaire. Descriptive statistics was used to analyze the data. The results showed that the EFL Syrian learners are moderate users of VLSs. The results also demonstrated that direct memory applying strategies scored the highest mean value among the ten categories of VLSs, while indirect cognitive creative strategies indicated the lowest mean value. It was concluded therefore that the average EFL Syrian undergraduate needs more training on vocabulary learning, especially on the use of VLSs and expanding their vocabulary knowledge.

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How to Cite
Daaboulis, M. M., Nimehchisalem, V., & Jubier, M. M. (2018). Investigating EFL Undergraduates’ Vocabulary Learning Strategies (VLSs) at a University in Syria. Journal of Modern Languages, 28, 99–117. Retrieved from https://jml.um.edu.my/index.php/JML/article/view/15613
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Author Biographies

Maisaa Moustafa Daaboulis, Universiti Putra Malaysia

Maisaa Moustafa Daaboulis is a postgraduate student at Faculty of Modern Languages and Communication, Universiti Putra Malaysia. She obtained her Bachelor Degree in English from Damascus University in 2000. She completed her Master’s degree in Applied Linguistics in 2017 at Universiti Putra Malaysia.

Vahid Nimehchisalem, Universiti Putra Malaysia

Vahid Nimehchisalem holds a PhD in Teaching English as a Second Language. He is a Senior Lecturer in the Faculty of Communication and Modern Languages, Universiti Putra Malaysia. His main research area is assessing ESL writing, but he has published on a variety of topics from English language teachers’ professional development to vocabulary learning strategies. He is chief editor of International Journal of Education and Literacy Studies

Mustafa Mahdi Jubier

Mustafa Mahdi Jubier is a postgraduate student at Faculty of Modern Languages and Communication, Universiti Putra Malaysia. He received his Bachelor Degree in English from Almaaref University College. He obtained his Master in Applied Linguistics in 2017 at Universiti Putra Malaysia.