Exploring Vocabulary Learning Strategies Among University Students Taking an ESL Course

Abstract

A common scenario in the English as a Second Language (ESL) classrooms depicts less emphasis on vocabulary knowledge, despite it having an essential role in language learning. Research revealed that assessing students' vocabulary learning strategies (VLS) assists in understanding how the students develop their vocabulary, thus giving language instructors ideas on appropriate activities that stimulate active learning during the language learning process. This study was done to explore VLS used by ESL students from Business Management faculty in a public university in Melaka, Malaysia. This quantitative study included an intact group of 36 students, as its sample, and applied an adapted version of Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) consisting of 39 items, as its instrument. Statistical analysis (SPSS) was used to analyse the data gathered. The results revealed the most and the least preferred VLS among the participants. The study also found an observable difference in the least preferred VLS among the male and female participants. The study hence concluded that exploring VLS among ESL students is necessary in planning suitable vocabulary activities in the language classrooms.