Vocabulary Learning Beliefs and Strategies of Afghan EFL Undergraduate Learners

Autor/in	Rahmani, Saifurrahman
Titel	Vocabulary Learning Beliefs and Strategies of Afghan EFL Undergraduate Learners
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2194227 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2194227
Schlagwörter	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; Afghanistan + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Staatliche Universität; Leseprozess; Phrasenstruktur; Dictionary; Wörterbuch; Gedächtnis
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01