The Correlation between Vocabulary Knowledge and Vocabulary Learning Strategies of Undergraduate Saudi English EFL learners

Abstract

Vocabulary knowledge is a cornerstone of second language proficiency, yet many English as a Foreign Language (EFL) learners struggle to expand their lexicon effectively. This study investigated the relationship between vocabulary knowledge and vocabulary learning strategies (VLS) among Saudi undergraduate EFL learners, focusing on strategy frequency, associations with receptive vocabulary knowledge, and overall correlations. A mixed-methods design was employed. Forty-one students at King Saud University for Health Sciences (KSAU-HS) completed the Updated Vocabulary Levels Test (UVLT) and Ma’s (2015) Vocabulary Learning Strategies Questionnaire (VLSQ). Five participants also took part in semi-structured interviews to provide qualitative insights. Quantitative data were analyzed through descriptive statistics and Pearson correlations, while interview data underwent thematic analysis. Findings showed that participants demonstrated strong mastery of high-frequency vocabulary but weaker knowledge at lower frequency levels. The most frequently used strategies were contextual guessing, dictionary consultation, and media-based learning. High-scoring learners relied more on these meaning focused strategies, while low-scoring learners depended on rote and socially oriented strategies such as memorization and recording, which were negatively correlated with receptive vocabulary knowledge. Interview data confirmed the importance of self-regulation, authentic exposure, and motivation in supporting vocabulary growth. The study concludes that the quality of strategies, rather than their frequency, plays a decisive role in vocabulary development. Pedagogically, the results highlight the value of incorporating explicit strategy training into EFL curricula to encourage more effective and autonomous learning. Limitations include the small, gender imbalanced sample, reliance on self-report instruments, and a cross-sectional design. Future research should employ larger and more diverse samples, measure additional dimensions of vocabulary knowledge, and adopt longitudinal approaches to track strategy use over time.