A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University
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 (), see App...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1829803 |
| _version_ | 1827887027976142848 |
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| author | Hadi ur Rahman Hadi Xihuang Guo |
| author_facet | Hadi ur Rahman Hadi Xihuang Guo |
| author_sort | Hadi ur Rahman Hadi |
| collection | DOAJ |
| description | 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 (), 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. |
| first_indexed | 2024-03-12T20:11:25Z |
| format | Article |
| id | doaj.art-32dfebbcb9c643199c36349272a62beb |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:11:25Z |
| publishDate | 2020-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-32dfebbcb9c643199c36349272a62beb2023-08-02T01:40:47ZengTaylor & Francis GroupCogent Education2331-186X2020-01-017110.1080/2331186X.2020.18298031829803A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed UniversityHadi ur Rahman Hadi0Xihuang Guo1Hubei UniversityHubei UniversityThis 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 (), 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.http://dx.doi.org/10.1080/2331186X.2020.1829803students at shaikh zayed universityvocabulary learning beliefs and vocabulary learning strategiesmetacognitivecognitiveaffective strategies |
| spellingShingle | Hadi ur Rahman Hadi Xihuang Guo A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University Cogent Education students at shaikh zayed university vocabulary learning beliefs and vocabulary learning strategies metacognitive cognitive affective strategies |
| title | A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University |
| title_full | A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University |
| title_fullStr | A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University |
| title_full_unstemmed | A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University |
| title_short | A survey of beliefs and vocabulary learning strategies adopted by EFL learners at Shaikh Zayed University |
| title_sort | survey of beliefs and vocabulary learning strategies adopted by efl learners at shaikh zayed university |
| topic | students at shaikh zayed university vocabulary learning beliefs and vocabulary learning strategies metacognitive cognitive affective strategies |
| url | http://dx.doi.org/10.1080/2331186X.2020.1829803 |
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