Awareness-Raising of Vocabulary Learning Strategies: Does It Make a Difference?

Autor/in	Alqarni, Ibrahim R.
Titel	Awareness-Raising of Vocabulary Learning Strategies: Does It Make a Difference?
Quelle	In: Arab World English Journal, 9 (2018) 3, S.98-110 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alqarni, Ibrahim R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Teaching Methods; Learning Strategies; Vocabulary Development; Learning Motivation; Males; Second Language Learning; Second Language Instruction; English (Second Language); Undergraduate Students; Foreign Countries; Translation; Student Attitudes; Consciousness Raising; Memory; Cognitive Processes; Outcomes of Education; Intervention; Personal Autonomy; Saudi Arabia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wortschatzarbeit; Motivation for studies; Lernmotivation; Male; Männliches Geschlecht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schülerverhalten; Bewusstseinsbildung; Gedächtnis; Cognitive process; Kognitiver Prozess; Lernleistung; Schulerfolg; Individuelle Autonomie; Saudi-Arabien
Abstract	This study presents the results of the impact of a short training on vocabulary learning strategies (VLSs). The aim was to raise participants' awareness of a wide range of VLSs and consequently to encourage and motivate them to utilize these strategies in their vocabulary learning. The participants were 29 Saudi male students in their first semester majoring in English as a foreign language in the Department of English and Translation in the College of Languages and Translation at King Saud University, Saudi Arabia. The data collection tool was a questionnaire which consists five main categories of VLSs with 8 sub-strategies under each type with a total of 40 sub-strategies. The same questionnaire was administered twice: before and after training. The results showed an awareness-raising impact as reflected in the increase use of VLSs following the training. The increase was in all five strategy categories with statistically significant differences in three categories; Determination, Memory, and Cognitive strategies. Furthermore, the participants of this study reported that they benefited a lot from the training and they not only increased their exploitation of the strategies in this course but this training led them to utilize these strategies in other courses, such as reading and grammar. Although the training was short, the effect was evident, thus it is assumed that longer period of training will be conducive to better results in terms of the use of VLSs and consequently vocabulary knowledge. It is recommended that such intervention should be implemented in other courses as an initial step in understanding learning strategies in general with the goal of enhancing learners' autonomy in different types of learning strategies. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01