A Survey of Beliefs and Vocabulary Learning Strategies Adopted by EFL Learners at Shaikh Zayed University

Autor/inn/en	Hadi, Hadi ur Rahman; Guo, Xihuang
Titel	A Survey of Beliefs and Vocabulary Learning Strategies Adopted by EFL Learners at Shaikh Zayed University
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1829803 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1829803
Schlagwörter	Student Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Feedback (Response); Dictionaries; Vocabulary Development; Learning Strategies; Metacognition; Affective Behavior; Undergraduate Students; Preferences; Context Effect; Memorization; Self Control; Foreign Countries; Afghanistan + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Dictionary; Wörterbuch; Wortschatzarbeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Affective disturbance; Active behaviour; Affektive Störung; Gedächtnistraining; Selbstbeherrschung; Ausland
Abstract	This study explored the "Beliefs about Vocabulary Learning and Vocabulary Learning Strategies" among Afghan EFL Learners at Shaikh Zayed University, Afghanistan. The aim of the research was to find out the most and least strategies adopted by the learners. A questionnaire developed by Gu (2018), see Appendix, which contains four components: beliefs about vocabulary learning, metacognitive regulation of vocabulary learning, cognitive strategies of vocabulary learning, and affective strategies of vocabulary learning--was administered to 177 undergraduate students (155 males and 22 females). The data were analyzed using the Statistical Package for Social Science (SPSS 20). The results of the study revealed that learners: (1) preferred learning words through use (contextual learning) rather than memorization; (2) had the ability to identify, select, and understand essential words; (3) preferred more readings in addition to feedback they received; (4) mostly relied on a dictionary, guessing, repetition, and auditory encoding in learning vocabulary and (5) were capable of managing and controlling their emotions, both external and internal and positive and negative, in learning vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01