VOCABULARY LEARNING STRATEGIES AMONG SAUDI EFL MILITARY CADETS: PATTERNS AND PREFERENCES

Abstract

This study investigates the vocabulary learning strategies (VLSs) of 126 Saudi military EFL cadets, an underexplored group in second language acquisition research. Using an explanatory sequential mixed-methods design, a questionnaire identified the most and least used strategies, followed by interviews with 10 participants for deeper insights. Findings show cadets frequently use bilingual dictionaries, vocabulary lists, and group work, while cognitive strategies like written repetition and note-taking are underutilized. No significant differences in VLS use were found between Level 1 and Level 2 cadets, suggesting stable strategy preferences. Additionally, emerging strategies such as gamified learning and collaborative storytelling indicate a shift toward technology-assisted and social learning approaches. These results highlight the unique challenges of vocabulary acquisition in a regimented military setting and emphasize the need for interactive, context-specific instructional methods to improve vocabulary retention and language proficiency. The study’s findings provide valuable insights for curriculum designers and military language instructors, offering practical recommendations to enhance vocabulary teaching strategies in structured EFL environments.