Vocabulary learning strategy instruction in the EFL secondary classroom: An exploratory study

Vocabulary learning strategy instruction in the EFL secondary classroom: An exploratory study

• Chiang, Kwun Man The Chinese University of Hong Kong
• Chang, Chih Hao Nagoya University of Commerce and Business
• Lee, Icy The Chinese University of Hong Kong

Language Awareness, 32(1), 94-113, 2023

Routledge

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

Vocabulary Learning Strategies Strategy Instruction Strategy Awareness EFL Secondary Learners

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students in Hong Kong. Two vocabulary tests and one vocabulary learning strategies (VLSs) questionnaire survey were administered near the end of the school year. The data were analysed using t-tests and correlation coefficients. The results show that the eight-month VLSs instruction was significantly correlated with students' vocabulary knowledge. It was also found that: (1) students favoured cognitive strategies and word analysis strategies to other VLSs; (2) more successful learners employed a wider variety of VLSs than less successful learners, with significant, positive correlations found between the repertoire of strategies and vocabulary performance; and (3) the strategies taught were effective for students' vocabulary learning and were significant predictors of more successful students. Students' responses from group discussions revealed their positive experiences with learning VLSs through explicit instruction, supporting the effectiveness of consolidation strategies. This study adds to the limited research literature on the role of VLSs instruction for EFL secondary learners. Strategies conducive to vocabulary learning and the implications of this study are discussed. Copyright © 2023 Routledge.

• English

Journal Articles

• 09658416

• 10.1080/09658416.2021.1979566

https://bibliography.lib.eduhk.hk/en/bibs/9aa042e3

2024-05-17