Investigating Vocabulary Learning Techniques Among Saudi IELTS Candidates: A Mixed-Methods Approach

Abstract

Abstract This research examines the vocabulary learning strategies of Saudi Arabian students, who are preparing for the International English Language Testing System (IELTS). This research recognises the importance of vocabulary acquisition in excelling at a second language, and looks at the challenges these students face, as well as the effectiveness of different learning strategies. For the research, I apply a mixed-methods approach between quantitative data collection from questionnaires and qualitative insights from semi-structured interviews. The findings show that methods used in traditional English vocabulary learning, for example rote memorisation and working with textbooks are still common but not effective enough to reach the level of lexical depth required by exams such as IELTS. Students who initially scored from 4.5 to 5.5 on the IELTS test often switch to context-based learning strategies after discovering they need more language support, particularly when studying abroad. These strategies usually include reading extensively, engaging with English through media, and actively applying new vocabulary in real-life situations. The study also underscores the important impact of teacher instruction and educational materials on students' vocabulary acquisition. Although direct instruction and the use of flashcards were identified as efficacious, these practices are rarely employed in classrooms. The study also highlights the need to foster learner autonomy and motivation, with students who are more proactive in self-directed learning — using mobile apps and talking to one another — demonstrating better outcomes. To sum up, the study recommends a combined approach to vocabulary practice with conventional methods while focusing on gamified applications for supplementary and practical use. This modality is crucial for vocabulary learning and IELTS scores of Saudi students. Future studies could investigate alternative ways to promote the acquisition of academic language proficiency in English, such as productive skills known to be essential for students' success in Anglophone educational courses.