#3943. Vocabulary learning strategy instruction in the EFL secondary classroom: an exploratory study

August 2026publication date
Proposal available till 20-05-2025
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Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
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Abstract:
This research investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students. 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. This research adds to the limited research literature on the role of VLSs instruction for EFL secondary learners.
Keywords:
Secondary learners; strategy awareness; strategy instruction; vocabulary learning strategies

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