A survey on english major first year students vocabulary learning strategies of the school of advanced study

A SURVEY ON ENGLISH MAJOR FIRST-YEAR STUDENTS’ VOCABULARY LEARNING STRATEGIES OF THE SCHOOL OF ADVANCED STUDY KHÓA LUẬN TỐT NGHIỆP NGÀNH NGÔN NGỮ ANH TP... vi LIST OF FIGURES Chart

A SURVEY ON ENGLISH MAJOR FIRST-YEAR

STUDENTS’ VOCABULARY LEARNING

STRATEGIES OF THE SCHOOL

OF ADVANCED STUDY

KHÓA LUẬN TỐT NGHIỆP NGÀNH NGÔN NGỮ ANH

TP HỒ CHÍ MINH, NĂM 2020

I would like to express my distinguished appreciation to HCMC Open University as well

as the School of Advanced Study have trained me well so I can get the opportunity to this thesis Furthermore, I also owe my gratitude to my 112 SAS EFL first-year students that I conducted this research study for their voluntary and active participation I particularly would like to thank them for allowing me to carry out the study

Last but not least, I might prefer to extend my devout thanks to my beloved family, relatives, and friends for their love, care, support, and encouragement, without their presence and emotional support, the writing of this analysis report would are abundant tougher and virtually not possible Thus, I give thanks to all of them

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INSTRUCTOR’S REMARKS

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LIST OF ABBREVIATIONS AND ACRONYMS

HCMC: Ho Chi Minh City

VLS: vocabulary-learning strategies

EFL: English as a Foreign Language

SAS: the School of Advanced Study

LLS: language-learning strategies

S: Strategies

SS: Specific strategies

Q: Questions

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CONTENTS

ACKNOWLEDGEMENTS i

INSTRUCTOR’S REMARKS ii

LIST OF ABBREVIATIONS AND ACRONYMS iii

CONTENTS quliiv LIST OF FIGURES vi

ABSTRACT 1

CHAPTER IINTRODUCTION 2

1.1 REASON FOR CHOOSING THE TOPIC 2

1.2 RATIONALE AND CONTEXT OF THE STUDY 3

1.3 RESEARCH OBJECTIVES 3

1.4 METHOD DESIGN 4

1.5 THE SCOPE 4

1.6 STRUCTURE OF THE THESIS 5

CHAPTER 2LITERATURE REVIEW 6

2.1 DEFINITION OF VOCABULARY LEARNING STRATEGY 6

2.2 GENERAL VOCABULARY-LEARNING STRATEGIES 7

2.3 THE TAXONOMY OF VOCABULARY LEARNING STRATEGIES 8

2.4 THE MOST FREQUENTLY USED VOCABULARY LEARNING STRATEGIES 12 2.5 THEORETICAL FRAMEWORK 13

CHAPTER 3METHODOLOGY 18

3.1 RESEARCH SETTING 18

3.2 RESEARCH PARTICIPANTS 18

3.3 RESEARCH DESIGN 19

3.4 METHODS OF DATA COLLECTION AND ANALYSIS 20

3.4.1 Research Ethics 20

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3.4.2 Quantitative research method 20

3.4.3 Qualitative research method 22

CHAPTER 4FINDINGS AND DISCUSSIONS 24

4.1 FINDINGS 24

4.2 DISCUSSION 27

CHAPTER 5IMPLICATIONS AND CONCLUSION 30

5.1 RESEARCH IMPLICATIONS 30

5.2 CONCLUSION 30

REFERENCES 31

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LIST OF FIGURES

Chart 1.1 Structure of the thesis

Chart 2.1 Three important areas of the vocabulary learning strategies

Chart 2.2 Factors involves the general vocabulary learning strategies

Chart 2.3 The taxonomy of vocabulary learning strategies - metacognitive strategies

Chart 2.4 The taxonomy of vocabulary learning strategies - cognitive strategies

Chart 2.5 The taxonomy of vocabulary learning strategies - social strategies

Chart 2.6 Theoretical framework

Table 2.7 Description of the categories of vocabulary learning strategies

Table 2.8 Meta-cognitive strategies classifications

Table 2.9 Cognitive strategies classifications

Table 2.10 Social mediation classifications

Table 3.1 Description of participants

Table 3.2 The questionnaires

Table 4.1 Reliability statistics

Table 4.2 Descriptive statistics for each vocabulary learning strategies

Table 4.3 Top 6 of the most frequently used vocabulary learning strategies

Table 4.4 Top 6 of the least frequently used vocabulary learning strategies

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ABSTRACT

Learning English plays an important role, however, to find out English well, learning vocabulary is that the most foundation The lot of words we all know, the higher we tend to perceive what we tend to browse and hear Our vocabulary data conjointly reflects, however, well

we are able to categorical ourselves in speaking and writing Attributable to the importance of vocabulary to the four-macro skills additionally on our study and life, abundant attention has been paid and lots of studies are conducted to analyze effective vocabulary learning ways However, not abundant analysis into the effective vocabulary learning ways has been disbursed within the Vietnamese contexts, notably in an exceedingly English as a Foreign Language of the School of Advanced Study of Ho Chi Minh City Open University setting For several reasons, vocabulary-learning ways used by English as a Foreign Language of the School of Advanced Study students have not been applied equally and effectively Due to the fact that first-year is the suitable and beginning time for university student to adopt the new environment for learning, the target of this study is to investigate the current situation of using these strategies to broaden vocabulary and develop language skills of English major first- year students Therefore, this research with the quantitative method-questionnaires was initiated so as to analyze the vocabulary learning strategies used by English as a Foreign Language of the School of Advanced Study first-year students, this aim to identify what are the most and the least vocabulary learning strategies often used by them severally so as to know that whether they are using vocabulary learning strategies or not Besides, in this study, quality method- semi-structured interviews were carried out by eight students who done the questionnaires as a way of information assortment to know their attitudes and belief in dealing with vocabulary learning strategies Some discussion are given by author to the issues and suggestions to enhance the method of learning vocabulary used by English as a Foreign Language of the School of Advanced Study first-year students were then bestowed, followed by implications for any analysis into effective vocabulary learning ways within the the School of Advanced Study context

Keywords: learning strategies; vocabulary learning strategies; the current situation

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CHAPTER I INTRODUCTION

This small-scale case study is initiated to investigate the vocabulary learning strategies used by SAS students This introductory chapter can initially present the principle and context of the study, then the aim of this study is to highlight the research objectives, the method design, and the scope followed by a short description of the structural organization of the whole paper

1.1 REASON FOR CHOOSING THE TOPIC

Lao Tzu suggests the tough things whereas they are simple and do the good things whereas they are little and one journey of one thousand miles begins with one-step If learning English might be a home building, then vocabulary learning is that the inspiration of the house Without grammar, very little information but without vocabulary, no information is transmitted (Wilkin) This statement is parallel to what Wallace (1982:9) comments that it is feasible to own good knowledge of however the system of language works and yet powerless to speak in it; whereas if we all know the vocabulary we want, it is sometimes doable to speak well This conjointly shows the highest importance of vocabulary in learning a language

At the same time, to understand the language, many students often believe that it is vocabulary, not grammar that prevents them from reading, listening, speaking, writing as well as exchanging information with others in a foreign language They think that vocabulary contains the information they need to understand and represent it Although it is a small cell, it is a key factor forming the language skills of learners With a variety of vocabulary, students will develop their communication skills, essay writing as well as speech

Moreover, thanks to the vocabulary, learners can understand other people's ideas as well

as clearly and concisely express their thoughts Traditionally, if we want to expand our vocabulary, we often memorize it or write it down on paper many times to make it easier to remember Nevertheless, on a higher level, mastering a language requires learners to master the combination of words and meanings depending on the context Many researchers like Prichard (2008); Oxford (2002); Cohen (2007) have found out that in foreign language learning, vocabulary learning strategies such as specific actions, behaviors or techniques students use to improve their progress in comprehending and producing L2, play a very important role, and can make learning easier, faster, more fun, independent, and efficient There may some goals that students have to adopt new learning environment and repair for more deeply knowledge, specific here is the movement to University First-year is the time that reasonable for students to get awareness about the way they choose for themselves; learning ways are one of those So do English as a Foreign Language of the School of Advanced Study first-year students get enough

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knowledge about language learning strategies or more specific that vocabulary learning strategies? Do they apply any vocabulary learning strategies, and what are the strategies of English as a Foreign Language of the School of Advanced Study first-year students applied? Moreover, that is why I do scientific research on this issue

1.2 RATIONALE AND CONTEXT OF THE STUDY

Vocabulary that is usually and wide thought of to be one in all the foremost essential components of a language plays a polar role is crucial whether or not students are going to be fortunate in learning a language and obtaining their message across The in-depth information on vocabulary is totally crucial and extremely fascinating It is believed that vocabulary information

is vitally necessary for the four-macro skills, like listening, reading, speaking and writing Our lack of vocabulary information is a lo t of doubtless to lead to a nice issue in expressing ourselves each in speaking and writing Thanks to the importance of vocabulary information in effective communication, vocabulary learning, and instruction area unit attracting hefty attention from researchers and practitioners, notably students

There are many analyses that have been dispensed within the space of vocabulary learning ways to see the effective and most often used vocabulary learning ways However, not much research into vocabulary learning strategies have been conducted in the Vietnamese English as a Foreign Language contexts, especially in the the School of Advanced Study context Moreover, many Vietnamese students may not be aware of those crucial strategies as effectively as possible Therefore, in general, this present studying aims at investigating the effective strategies for vocabulary learning used by a English as a Foreign Language of the School of Advanced Study first-year students, leads to a proposal to raise students awareness about vocabulary learning strategies and what will be drawn for the implications for vocabulary learning

1.3 RESEARCH OBJECTIVES

EFL first-year students spend time and have a system of thoughts and beliefs to develop foreign languages but in fact do they realize about the role of vocabulary learning strategies to enhance the effective in language learning? This present case study was doled out to find the gap

of the shortage of awareness into vocabulary learning strategies within the SAS context and to boost each English as a Foreign Language of the School of Advanced Study first-year students

‘awareness of the more effective ways for learning vocabulary in particular, and for all students who learn English in general It is hoped that the findings from this study might arouse learners’ interest and modify them to pick out and use ways for vocabulary learning that are using appropriate for them To reach those above objectives, the research needs to answer the following questions:

as to spot what the foremost effective ways are using

In addition, in this research, qualitative method that is semi-structured interviews were initiated as a way of information assortment to get the results about their attitude and belief about vocabulary learning strategies in language learning

as well This study additionally fails to do member checking to reinforce the reliability of the interpretation of the information owing to the time constraint as mentioned earlier Additionally, this case study is in would like of a triangulation methodology to cross-check the findings by exploring in additional details completely different views from a larger variety of participants through a three-dimensional information assortment methodology like interviews, questionnaires and classroom observations Given these limitations, it might be inappropriate to conclude that the views of the participants examined higher than represent those of the School of Advanced Study students Therefore, the generalizability of the findings is comparatively restricted

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However, some conclusions may be drawn from the findings, which can be of connectedness and significance, to some extent, to the School of Advanced Study context

1.6 STRUCTURE OF THE THESIS

This thesis is based on the research questions outlined in section 1.3 to complete so it divided into four chapters, this paper shares the standard structure of the analysis study In other words, this paper starts with Chapter 1 –an introductory chapter –that introduces the reason for choosing a topic, the rationale and context of the study, the research objectives, the method design, and the scope as well as the structure of the thesis Then Chapter 2 reviews the literature

of the past study concerning the foremost frequently used and effective vocabulary learning strategies, to be more specific they are definition of vocabulary learning strategy, general vocabulary-learning strategies, the taxonomy of vocabulary learning strategies, the most frequently used vocabulary learning strategies, and finally the theoretical framework Chapter 3 contains the research setting, participants and design as well as methods of data collection and analysis Chapter 4 presents the findings of the study based on the three proposed research questions and discusses the findings concerning some of the literature reviews to highlight similarities or differences Chapter 4 –a concluding chapter –concludes the paper by presenting implications and the conclusion of the study

Chart 1.1 Structure of the thesis

Chapter 3:

Methodology

Chapter 4:

Findings and discussion

Chapter 5: Implication and conclusion

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CHAPTER 2 LITERATURE REVIEW

As its name suggests, this chapter reviews the literature of the past study to confirm that this study is not worn out cognitive content of the previous connected literature In alternative words, literature relating to vocabulary learning ways has been consulted and examined The literature review during this chapter focuses on 5 necessary aspects of vocabulary learning ways First, general VLS are conferred, and the taxonomy of VLS is then explored Subsequently, this chapter appearance at previous studies regarding the foremost frequently used VLS, followed by

a short examination of VLS in the Vietnamese context to deal with the issue in learning vocabulary

2.1 DEFINITION OF VOCABULARY LEARNING STRATEGY

For the definition of learning strategies, many scholars and researchers have described their understanding in this particular field in various ways From their respective definitions, we can find out the definition of vocabulary learning strategies

Learning strategies play a particularly important role in learning because these strategies themselves will make learning easier, faster, more interesting, more scientific, more effective Rubin (1987) defined that learning strategies contribute and directly affect the language system built by learners Oxford (1989) defines the term as behaviors that help learners orient themselves for successful and more enjoyable learning, whereas Weinstein & Mayer (1986) argue behaviors and thoughts that aim to influence the coding process of the learner when participating in the learning process Besides, Chamot (1987) Learning strategies including methods and techniques will help students take intentional actions to promote learning as well as recall information about language

Based on the definitions mentioned above, learning strategies involve two aspects: the purpose of using a learning strategy is to improve learning efficiency and the nature of learning strategy is behavior, Not simply the thought of the learner And this can be identified as a sequence of specific techniques, tactics, approaches or behaviors that are consciously accepted by the learners to ensure learning effectiveness

In this paper, vocabulary means the total number of words that make up a language and accordingly VLS refer to the methods and techniques used by learners with the purpose of learning vocabulary well Besides, to find out the frequently vocabulary learning strategies using,

a large amount of research on VLS has been conducted Most of the research focuses on three

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important areas: 1) general VLS; 2) the taxonomy of VLS; and 3) the most frequently used VLS (Lip, 2009; Nation, 2001; Oxford, 1990; Schmitt, 1997)

Chart 2.1 Three important areas of the VLS

2.2 GENERAL VOCABULARY-LEARNING STRATEGIES

The VLS generally involves cognitive strategies, metacognitive strategies, and social strategies According to Hedge (2000), learners use a variety of psychological feature methods to

be told words like exploitation keywords, making associations and learning words in a cluster He defines a psychological feature as a mental operation involved with engaging in new words to grasp, categorize, and store them during knowledge Similarly, Schmitt (1997) states that psychological feature strategy together with written and spoken repetition, word lists, and flashcards square measure common methods used in several elements of the planet Taking notes

at school and keeping vocabulary notebooks are helpful and counseled by several lecturers and writers Students use Meta psychological feature strategies to manage and choose their learning,

by having a top-level view of the5 coaching methodology commonly (Schmitt 1997, p 216) Whereas social-psychological feature strategies involve asking someone, usually lecturers and peers, for the synonyms, definitions or example sentences of a specific unfamiliar with a word

According to Ghanal (2007), it is crucial to coach learners to become freelance throughout the method of L2 vocabulary learning because of freelance learner’s square measure autonomous and capable of taking responsibilities for his or her learning and increase their involvement, confidence, and proficiency (Oxford, 1990, as cited in Ghanal, 2007) Therefore, lecturers ought to raise students’awareness of the importance of VLS Similarly, Hismanoglu (2000) states that LLS square measure important because of the assist learners to learn the target language effectively Fedderholdt (1997, as cited in Hismanoglu, 2000) sugg ests that EFL students capable of using a massive varies of LLS appropriately will improve his language skills

The general VLS

The VLS

The most frequently used

VLS The taxonomy of VLS

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throughout consequent approach Besides, by drawing students’ attention to the value of fantastic sentence examples that provide collocational, grammatical, and pragmatic knowledge regarding words, lecturers have to be compelled to emphasize the importance of guessing-from-context skills (Hunt and Beglar 2004) They go on to point out that VLS, particularly extensive reading and listening, guessing from context, and using a dictionary plays a major role in developing the learners’ vocabulary knowledge

Chart 2.2 Factors involves the general VLS

2.3 THE TAXONOMY OF VOCABULARY LEARNING

STRATEGIES

In addition to the overall VLS mentioned above, several researchers’ attention is attracted

by the taxonomy of VLS Schmitt’s (1997) taxonomy is one of the foremost notable taxonomy of VLS is during this taxonomy, discovery ways and consolidation ways are 2 main sorts of ways Discovery ways combine determination strategies and social methods whereas consolidation methods include social ways, memory ways, cognitive ways, and metacognitive ways consistent with Akbari and Tahririan (2009, p 39), and taxonomy appearance to be the foremost thorough and has the advantage of being organized around a long time an established of LLS (Schmitt’s,1997) Different well-known taxonomies of VLS are Oxford’s (1990) social, memory, cognitive, and metacognitive ways; Gu and Johnson’s (1996) metacognitive, cognitive, memory and activation strategies; and Nation’s (2001) designing, offer and processes categories According to O’Malley and Chamot (2001) metacognitive strategies involve advanced organizers, selective attention, self-monitoring and self-evaluation

Metacognitive strategies

The general VLS

Social mediation Cognitive strategies

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Whereas cognitive ways in which embrace estimate ways, wordbook uses, and note taking ways that, Gu and Johnson’s (1996)metacognitive ways, keep with Ghanal (2007), embody selective attention and self-initiation ways in which Memory ways within which, on the alternative hand, entail rehearsal and encoding(i.e imagery, association, visual, semantic, auditory, and contextual encoding)strategies Besides, cognitive strategies involve repetition, resourcing, practice, transfer, translation, inferencing, elaboration, reading, keyword method and grouping (O’Malley and Chamot, 2001) The last ways that throughout this taxonomy are activation ways that, as its name suggests, aims at activating the vocabulary that we've got learned by using them in several contexts An extra comprehensive taxonomy of VLS, however,

is Schmitt’s (1997) taxonomy Schmitt (1997) divides the ways that into a pair of groups: Discovery ways that (strategies for the invention of a fresh word’s meaning)and Consolidation ways that (strategies for consolidating a word once it has been encounter) Also that, O’Malley and Chamot (2001) defined classification social mediation involves self-stimulation and cooperation

The primary group consists of determination ways that and social ways that whereas the second includes social ways, memory ways, cognitive ways, and metacognitive ways Moreover, the social ways are found in each class, as a result of they will be used at any stage of vocabulary learning Besides, recent taxonomy is that Nation (2001) categorized all VLS into 3 classes: designing, source, and processes The primary group, in line with Ghanal (2007), involves creating a choice on wherever, however, and the way usually to focus attention on the vocabulary item The second class (i.e source) is to try and do with obtaining data regarding the word to grasp it And the third one includes noticing, retrieving and generating (e.g making sentences containing new words) ways

The examination of the taxonomy of VLS plays an important role during this present study as a result of it ensures that this study has consulted connected literature, notably the illustrious taxonomies of VLS as mentioned above and presented into three summary charts It additionally builds an abstract framework from that this study will be developed

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Chart 2.5 The taxonomy of VLS - social strategies

2.4 THE MOST FREQUENTLY USED VOCABULARY

to ascertain the inventory of the individual vocabulary learning strategies under the framework of

J Michael O’Malley Anna Uhl Chamot before classifying them The author thinks that this classification is quite affordable and adopts it throughout the paper

Metacognitive strategies

Social mediation Self-stimulation

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2.5 THEORETICAL FRAMEWORK

After the consulted connected from the most frequently used VLS, the author decided to study under the framework of J Michael O’Malley Anna Uhl Chamot with their classification This aim to lead to identify what are effective VLS often used by SAS EFL first-year students by the questionnaires about the VLS In line with 3 factors contribute general VLS, it developed into

16 factors that of the taxonomy of VLS, then classify 22 statements concerning VLS With this point of view, the author gives descriptions for the 22 statements to be 22 questions for easier understanding for questionnaires guiding the approach of this paper

Chart 2.6 Theoretical framework

Meta-cognitive strategies

VLS

Social mediation Cognitive strategies

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Table 2.7 Descriptions of the categories of vocabulary learning strategies

Strategy Category Strategy Item

you learn vocabulary

by planning a schedule?

S2: Selective attention SS2: Paying more

attention to key words

Q2: How often do you learn vocabulary

by paying more attention to key words?

SS3: Paying attention to frequently appearing words

Q3: How often do you learn vocabulary

by Paying attention

to frequently appearing words?

regularly

Q4: How often do you learn vocabulary

by reviewing words regularly?

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SS5: Self-checking words regularly

Q5: How often do you learn vocabulary

by self-checking words regularly?

errors

Q6: How often do you learn vocabulary

by summarizing the errors?

Table 2.9 Cognitive strategies classifications

SS 8: Remembering words by writing repeatedly

Q8: How often do you learn vocabulary by remembering words by writing repeatedly? SS9: Reciting word-lists Q9: How often do you

learn vocabulary by reciting word-lists?

meanings of a word

Q10: How often do you learn vocabulary by ascertain various meanings of a word?

learn vocabulary by

collocations?

SS13: Memorizing words in context

Q13: How often do you learn vocabulary by memorizing words in context?

meaning by its components

Q15: How often do you learn vocabulary by guessing word meaning

by its components? SS16: Guessing on the

basis of syntactic relations

Q16: How often do you learn vocabulary by guessing on the basis of syntactic relations?

means of pronunciation, shape and meaning

Q17: How often do you learn vocabulary by association by means of pronunciation, shape and meaning?

vocabulary?

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word with a keyword

Q19: How often do you learn vocabulary by remembering a word with a keyword?

word by deduction

Q20: How often do you learn vocabulary by remembering a word by deduction?

Table 2.10 Social mediation classifications

Social mediation

General VLS Taxonomy of

strategies (S)

Specific strategies (SS) Questions (Q)

words by cooperating with others

Q21: How often do you learn vocabulary by remembering words by cooperating with others?

yourself

Q22: How often do you learn vocabulary by stimulating yourself?

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CHAPTER 3 METHODOLOGY

The current chapter discusses the methodology used in the paper, describing it in detail in several sections The first section addresses the research setting The subsequent sections describe the participants, research design In addition, the final section discusses the methods of data collection and analysis in which the research ethics is also considered

3.1 RESEARCH SETTING

This research took place in SAS, which is a faculty of quality accredited, by international universities and joint training programs, ensuring the criteria and conditions prescribed for high-quality training at the university level as well as almost all subjects have been educated in English

3.2 RESEARCH PARTICIPANTS

In this scale study, the questionnaires contain a total of 112 SAS EFL first-year students

of HCMC Open University who participated in, include 104 females, 8 males, and the age of the students ranged from 19 to 20 The 8 students that joined the semi interview were who

completed the questionnaires and the choice of those participants for this semi interview was primarily based on the main that was associated with the participants’ interest and disposition to participate in the study There are two mai n reasons for the author choosing these participants The first reason is SAS is the place that the author is learning The second reason is EFL first-year students - a new generation of students entering the school, was who begin to take on a new specialized learning environment These students, if reinforced their belief system about learning strategies, will help improve quickly and effectively to be the foundation for the following years

of learning In alternative words, the participation during this study was entirely voluntary, and each participant was well informed concerning the aim of the study because of the indisputable fact that their voices would be recorded for analysis before they set to participate It should also

be noted that a consent form was given to each participant before the interview session in order to invite them formally to take part in the study also on assure the obscurity and confidentiality of their data and identity The demographic information of participants is shown in these tables below

2007, p4; Maxwell, 2004, p3-11; Maxwell and Loomis, 2002, p241-271) Whether qualitative or quantitative method, it is interesting to see that in the research approaches, the key words

“explaining phenomena” are used irrespective of the approach (Muijs, 2004, p7-45) The fact that the case study with semi-interview was designated as a fact-finding tool to examine eight non-English major students’ informants’ views on VLS during this study is predicated on a variety of reasons First, a case study is quite extensively used across a variety of various disciplines (Swanson & Holton, 2005, as cited in Berg, 2009) Second, in line with Bogdan and Biklen(2003,

ac cited in Berg, 2009), the case study is outlined as an elaborate examination of a setting, or one subject, one repository of documents, or one specific event Moreover, Berg(2009, p 317) goes

on to outline that case study as a way that might gather enough data a couple of specific people, social settings, events, or groups to allow the researcher to effectively perceive however the topic operates or functions Finally, according to Creswell (2005, p 439), this case study focuses on individuals rather than a group, which is an in-depth exploration of an activity, event, process, or individuals The case study, however, has been criticized by many critics As an example, Brown and Rodger (2002) claimed that the case study lacks scientific rigor and poses threats to internal and external validity, and/or problems relating to dependableness and generality Yet, due to the character of this analysis study (i.e work views from single individuals), the case study is believed to be an applicable fact-finding tool, as supported by Berg(2009, p 317) who declared that a case study is an approach capable of examining easy or complicated development, with units of study varied from single individuals to massive corporations and businesses

3.4.2 Quantitative research method

Quantitative method is my methodology to emphasize objective measurements and the statistical, or numerical analysis of data collected through questionnaires, and surveys using Google form In addition, there are some answers by words of the questionnaires that I have collected from SAS EFL first-year students for specific effective VLS can support for the proposal that have been taken into account

According to O’Malley and Chamot (2001) (See Table 2.8; 2.9; 2.10), meta cognitive strategies involve advanced organizers, selective attention, self-monitoring and self-evaluation Cognitive strategies involve repetition, resourcing, practice, transfer, translation, inferencing, elaboration, reading, keyword method and grouping Social mediation involves self-stimulation and cooperation All 22 items in the questionnaire were reorganized and classified under 3 different groups of strategies as six statements on metacognitive strategies (items1-6) (see Table 2.5), fourteen statements on cognitive strategies (item 7-20) (see Table 2.6), two statements on social strategies (items 21-22) (see Table 2.7) The instrument includes the

questionnaires containing 22 questions concerning VLS The frequency of use were measured by 5-point likert-scale from 1(never) to 5(always) Statistical analysis was carried out using The Statistical Package for the Social Sciences (SPSS, version 17.0)

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Table 3.2 The questionnaires

Q1: How often do you learn vocabulary by planning a schedule?

Q2: How often do you learn vocabulary by paying more attention to key

words?

Q3: How often do you learn vocabulary by paying attention to frequently

appearing words?

Q4: How often do you learn vocabulary by reviewing words regularly?

Q5: How often do you learn vocabulary by self-checking words regularly?

Q6: How often do you learn vocabulary by summarizing the errors?

Q7: How often do you learn vocabulary by remembering words by

reading?

Q8: How often do you learn vocabulary by remembering words by writing

repeatedly?

Q9: How often do you learn vocabulary by reciting word-lists?

Q10: How often do you learn vocabulary by ascertain various meanings of

a word?

Q11: How often do you learn vocabulary by word practice?

Q12: How often do you learn vocabulary by memorizing collocations?

Q13: How often do you learn vocabulary by memorizing words in context?

Q14: How often do you learn vocabulary by memorizing words with

mother tongue?

Q15: How often do you learn vocabulary by guessing word meaning by its

components?