Investigating Thai EFL Students' English Vocabulary Learning Strategies .

3 were studying in an English gifted program at Traim Udomsuksa School, it showed that the high proficient students in English frequently used Metacognitive strategies (e.g. use English-language media; songs, movies, websites) in their learning of English vocabulary. However, there are several research studies conducted on English vocabulary learning strategies but there has been lack of investigation with the vocational background students like students at Panyapiwat Institute of Management (PIM). Thus, exploring type(s) of the English vocabulary learning strategies and investigating obstacles in learning English vocabulary among the AGI‟s students of this research would be beneficial to the faculty as well as students, in order to improve and develop the further curriculum to support students’ competency in English language. 1.2 Research questions This study aims to answer to following questions: 1.2.1 What type(s) of vocabulary learning strategies do students at a private university use? 1.2.2 What are the obstacles of vocabulary learning faced by the students at a private university? 1.3 Objectives of the study The objectives of this study are the following: 1.3.1 to investigate type(s) of vocabulary learning strategies that private university students use to derive the meaning of unknown or unfamiliar words. 1.3.2 to explore the obstacles and problems of English vocabulary learning. Ref. code: 25595821040580DYE

4 1.4 Definitions of terms The definition of the terms of this study is as follows: 1.4.1 Vocabulary learning strategies (VLS): techniques or ways of deriving the meaning of new and unfamiliar words used by students. 1.4.2 Determination strategies (DET): used by an individual when faced with discovering a new word’s meaning without recourse to another person’s expertise. 1.4.3 Social strategies (SOC): use interaction with other people to improve language learning. 1.4.4 Memory strategies (MEM): relate new material to existing knowledge. 1.4.5 Cognitive strategies (COG): exhibit the common function of manipulation or transformation of the target language by the learner. 1.4.6 Metacognitive strategies (MET): involve a conscious overview of the learning process and making decisions about planning, monitoring, or evaluating the best ways to study. 1.4.7 PIM: Panyapiwat Institute of Management. 1.4.8 AGI’s students: Students in Farm Technology Management Program at Faculty of Agro-industry, Panyapiwat Institute of Management. 1.4.9 EFL learner: English as a Foreign Language learner. 1.5 Scope of the study This study focuses on English vocabulary learning strategies used by the first and second year students in Farm Technology Management program at Faculty of Agro-industry, Panyapiwat Institute of Management. The total numbers of respondents are 80 male and female students (48 students of 2nd year and 32 students of 1st year). Ref. code: 25595821040580DYE

5 Students answered questionnaires adapted from Schmitt’s (1997); questionnaire related to vocabulary learning strategies. 1.6 Significance of the study This study of English vocabulary learning strategies experienced by AGI’s students is significant in several aspects. 1. The result can reveal the most and least frequently used vocabulary learning strategies applied by AGI’s students. 2. AGI’s students can be aware of using efficient vocabulary learning strategies. 3. The result of this study can be used to develop English preparation courses for new students before starting their actual semester by designing lesson details to fit with the learning style of learners. 4. This study may provide information for further studies or research on effective English vocabulary learning strategies. 1.7 Organization of the study Chapter 1: Background, research questions, objectives of the study, definition of terms, scope of the study, and significance of the study. Chapter 2: Review of literatures; language learning strategies, vocabulary acquisition, vocabulary learning strategies, classification of vocabulary learning strategies, and related research. Chapter 3: Methods used to collect, interpret, and analyze the data. Chapter 4: Reports the results of the study. Chapter 5: Conclusion, discussion and recommendations for further research. Ref. code: 25595821040580DYE

6 CHAPTER 2 REVIEW OF LITERATURE This chapter reviews the literature in five main areas which are; 1. Language learning strategies 2. Vocabulary acquisition 3. Vocabulary learning strategies 4. Classification of vocabulary learning strategies 5. Related research 2.1 LANGUAGE LEARNING STRATEGIES Generally, learning strategies may be defined as ‚specific actions, behaviors, steps, or techniques such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task, used by students enhance their own learning ‛ Scarcella and Oxford, (1992), (p.2). Additionally, Richards and Platt (as cited in Petchsrigam, 2015, p.10) indicated that learning strategies are learners’ thoughts and behaviors which happen intentionally while they are learning so that, it can enhance their understanding, learning, and remembering new information. Furthermore, there are many research studies that investigated and explained how language learners learned as well as what strategies they used in order to enhance their English proficiency. For instance, the statement on language learning strategies from O’Malley and Chamot (1990) identified ‚special thoughts or behaviors that individuals use to comprehend, learn or retain new information‛. Moreover, they also mentioned about language learning strategies that can include any aspects as follows: to focus on aspects of new information, analyze and check on information while learning, organize or interpret new words during the encoding process, and evaluate after finishing learning new information in order to ensure that the learning process is completely done to relieve oneself anxiety (p. 43). In addition, Oxford (1990) pointed out language learning strategies as ‚specific actions taken by the learner to make Ref. code: 25595821040580DYE

7 learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation‛ (p.8). Therefore, language learning strategies can be defined as behaviors and thoughts of the learners perceiving information and how they develop those contents or information during the learning process. 2.2 VOCABULARY ACQUISITION Beck & McKeown (1991) stated that vocabulary acquisition is learning and understanding new terminology in order to use that particular word accurately both in oral and written communication. The acquisition process begins at a young age; between the ages of two and five children learn an estimated 1500 new words every year, or about 5 words a day. Acquiring new vocabularies can be more difficult if those unknown words are technical terms, for instance, terms in science. Snow (2008) pointed out that regarding some terms used in daily life language, many times they were used in ways that are not correct in scientific fields. So that sometimes learners need to engage in a variety of explicit vocabulary acquisition activities in order to become familiar with such a large number of new words and concepts. Similarly, Schmitt (2000) mentioned about mastering new vocabularies that "These are known as types of word knowledge, and most or all of them are necessary to be able to use a word in the wide variety of language situations one comes across." Additionally, "If vocabulary acquisition is largely sequential in nature, it would appear possible to identify that sequence and to ensure that children at a given vocabulary level have an opportunity to encounter words they are likely to be learning next, within a context that uses the majority of the words that they have already learned." (Andrew Biemiller, 2009). In order to acquire new vocabularies Nation (1990, p.31) suggested the following list of the different types of knowledge that every learners should be aware of; - the meaning(s) of the word - the written form of the word - the spoken form of the word Ref. code: 25595821040580DYE

8 - the grammatical behavior of the word - the collocations of the word - the register of the word - the associations of the word - the frequency of the word 2.3 VOCABULARY LEARNING STRATEGIES Students with a limited vocabulary may have more difficulty in understanding the meaning of unfamiliar words than others students who have broader scopes of vocabularies. In order to understand the whole context and overall story students need to know many words. Wiener and Bazerman (1991) pointed out that the learners have to know how to get the meaning for new words that they see as they read. Therefore, learners need to know how to derive the meaning of new words. Vocabulary Learning Strategies (VLS) are one tool that they may look to and there are several scholars who revealed vocabulary learning strategies. Catalan (2003) defined VLS as ‚knowledge about the mechanism (process, strategies) used in order to learn vocabulary as well as steps or actions taken by students; firstly, to find out the meaning of unknown words; secondly, to retain them in long-term memory; thirdly, to recall them at will; and lastly, to use them in oral or written mode‛ (p. 56). Cameron (2001) identified a general definition of vocabulary learning strategies as ‚actions that learners take to help themselves understand and remember vocabulary‛. The difficult tasks of the students are to derive the meaning of unfamiliar words from the context. Several factors make it hard to understand the meaning. Students may find it easy to guess the word’s meaning, if those words were in their field of study. According to Fukkink (2005 ), there are several methods that students can use to understand the unfamiliar vocabularies such as, open dictionary, ask teacher, ask friends or classmates, guess the meaning from prefix and suffix, used long term or short term memory to guess the meaning, repeat reading until Ref. code: 25595821040580DYE

9 understand, used online dictionary, and guess the meaning of unknown words from pictures, tables or graphs. Additionally, Brown and Payne (1994) pointed out the five steps of the learning vocabulary process in a foreign language are as follows: (a) Having sources for encountering new words. (b) Getting a clear image, either visual or auditory or both, of the forms of the new words. (c) Learning the meaning of the words. (d) Making a strong memory connection between the forms and the meanings of the words. (e) Using the words. In contrast, Merisuo-Storm and Soinien (2010) pointed out that when readers find unknown or unfamiliar words; the first thing to do is not open a dictionary or searching an online dictionary. Readers may try to find the meaning by using context clues from the words around the sentences, paragraphs, or passages. A dictionary can be the last source for the readers to find the meaning of new words. In addition, R Rohmatillah (2014) indicated that there the kinds of difficulties faced by students in vocabulary learning were various; (1) almost all of the students have difficulties in pronouncing the words, (2) how to write and spell, (3) the different grammatical form of a word known as inflections was one of causes of students difficulties in learning vocabulary. In addition, (4) the students found difficulties in choosing the appropriate meaning of the words and (5) also still confuse in using the word based on the context. The last, (6) the students were also still confused when they found words or expressions that were idiomatic. 2.4 CLASSIFICATION OF VOCABULARY LEARNING STRATEGIES There are several classifications of vocabulary learning strategies that have been proposed from various scholars. Some of the classifications are too general but there are some famous scholars who are experts in the field of classifications of vocabulary learning strategies including Schmitt (1997), Gu and Johnson (1996), and Nation (2001). These researchers used a taxonomy system to classify vocabulary learning strategies, each of these taxonomies are explained accordingly. Ref. code: 25595821040580DYE

10 Schmitt’s Taxonomy of vocabulary learning strategies Schmitt (1997) defined vocabulary learning strategies into two main aspects; discovery dimension and consolidation dimension. Schmitt includes social strategies in both categories because they can be applied for both purposes. For this taxonomy, determination strategies are used when “learners are faced with discovering a new word‟s meaning without recourse to another person‟s experience”. Thus, learners attempt to find the meaning of a new word by guessing it with the help of context, structural knowledge of language, and reference materials. Another way to derive a new meaning is by using the social strategy of asking someone to help with the unknown words. With the initial discovery of a word, learners need to employ a variety of strategies in order to practice and retain vocabulary. Therefore, learners use a variety of social, memory, cognitive and metacognitive strategies to combine their vocabulary knowledge. Cooperative group learning through which learners study and practice the meaning of new words in a group is an instance of social strategies for consolidating a word. Memory strategies involve relating the word with some previously learned knowledge by using the form of imagery or grouping. Cognitive strategies in this taxonomy are similar to memory strategies but are not focused on manipulative mental processing. It includes repetition and using mechanical means such as word lists, flash cards, and vocabulary notebooks to study words. Metacognitive strategies, finally, are defined as strategies used by learners to control and evaluate their own learning and having an overview of the learning process in general. To be more precise and see a clearer picture of Schmitt‟s taxonomy of vocabulary learning strategies, further details are as follows: I. Discovery dimension: 1. Determination strategies (DET): used by an individual when faced with discovering a new word’s meaning without recourse to another person’s expertise. 2. Social strategies (SOC): use interaction with other people to improve language learning. Ref. code: 25595821040580DYE

11 II. Consolidation dimension: 3. Social strategies (SOC): have group work to learn or practice vocabulary. 4. Memory strategies (MEM): relate new material to existing knowledge. 5. Cognitive strategies (COG): exhibit the common function of manipulation or transformation of the target language by the learner. 6. Metacognitive strategies (MET): involve a conscious overview of the learning process and making decisions about planning, monitoring, or evaluating the best ways to study. A list of fifty-eight different strategies in vocabulary learning of Schmitt’s Taxonomy is presented in the following table: Table 2.1 taxonomy of Schmitt’s vocabulary learning strategies (1997) strategy group Strategies for discovering the meaning of a new word DET Analyze part of speech DET Analyze affixes and roots DET DET DET DET DET DET DET SOC SOC Check for L1 cognate Analyze any available pictures or gestures Guess from textual context Bilingual dictionary Monolingual dictionaries Word lists Flash cards Ask teacher for L1 translation Ask teacher for paraphrase or synonym of new word SOC Ask teacher for a sentence including the new word SOC Ask classmates for meaning SOC Discover new meaning through group work activity Strategies for consolidating a word once it has been encountered SOC Study and practice meaning in a group SOC Teacher checks students’ flash cards word lists for accuracy Ref. code: 25595821040580DYE

12 SOC Interact with native-speakers MEM Study word with a pictorial representation of its accuracy MEM Image word’s meaning MEM Connect word to a personal experience MEM Associate the word with its coordinates MEM Connect the word to its synonyms and antonyms MEM Use semantic maps MEM Use ‘scales’ for gradable adjectives MEM MEM Peg Method Loci Method MEM Group words together to study them MEM Group words together spatially on a page MEM Use new word in sentences MEM Group words together within a storyline MEM Study the spelling of a word MEM MEM Study the sound of a word Say new word aloud when studying MEM Image word form MEM Underline initial letter of the word MEM Configuration MEM Use Key word Method MEM Affixes and roots MEM Part of speech MEM Paraphrase the word’s meaning MEM MEM Use cognates in study Learn the words of an idiom together MEM Use physical action when learning a word MEM Use semantic feature grid COG Verbal repetition COG Written repetition COG Word lists COG Flash cards COG Take notes in class COG Use the vocabulary section in your textbook Ref. code: 25595821040580DYE

13 COG Listen to tapes of word lists COG Put English labels on physical objects COG Keep a vocabulary note book MET Use English-language media (songs, movies, newscasts, etc.) MET Testing oneself with word tests MET Use spaced word practice MET Skip or pass new word MET Continue to study over time Source: Schmitt (1997), pp. 207-8 Gu and Johnson’s Taxonomy of vocabulary learning strategies Gu and Johnson (1996) developed a vocabulary learning strategy inventory by grouping strategies into two mains categories which are; metacognitive regulation and cognitive strategies. Metacognitive regulation Metacognitive regulation consists of selective attention and self-imitation strategies. Selective attention is generally used by language learners to cope with words that are considered important to learn and necessary to understand in a passage, while self-initiation strategies are basically used when language learners do readings. These strategies are selected by language learners when they find reading they are interested in. Then, they make their own decisions to learn words and employ different methods to clarify these words‟ meanings. Cognitive strategies Cognitive strategies comprise guessing strategies, dictionary strategies, notetaking, memory strategies, and activation strategies. Guessing strategies are related with using background knowledge and use linguistic clues like grammatical structures of a sentence to guess the meaning of a word. The commonly used strategies are the memory strategies, rehearsal and encoding categories. For example, using wordlists and repetition can be applied for reh

4.8 Summary of the order of strategies used by AGI students 28 4.9 Top 10 items used among five strategies 29 4.10 . Frequency, Percentage, Mean and S.D. of Determination strategies 30 4.11 Frequency, Percentage, Mean and S.D. of Social strategies 30 4.12 Frequency, Percentage, Mean and S.D. of Memory strat egies 31