Vocabulary Learning Strategies Used by Saudi Students for English Language Learning as a Foreign Language in the UK

Abstract

Background: Vocabulary acquisition is a fundamental part of second language learning; without sufficient vocabulary, second language learners face difficulties mastering other language skills and lack communication skills. Second-language learners, including Saudi students, acknowledge the need to increase their English vocabulary, and that is reflected in their poor communication skills and academic achievement. Therefore, Vocabulary Learning Strategies (VLS) are used as a tool to facilitate vocabulary learning. Aims of the study: The current study aimed to explore the most frequently used VLS among Saudi students in UK universities and whether there is any relation between using the VLS and students' gender, age, academic disciplines, and educational level. Research Methods: Data were collected for the current study by using a questionnaire divided into two parts: the first part asked about students' characteristics, and the second part of the questionnaire was a vocabulary learning strategies questionnaire instrument (VLSQ) based on the Schmitt taxonomy about the VLS that contains 40 items divided into five VLS categories to determine the use of VLS. The questionnaire was created in Google Forms and distributed to the participants using social media applications. The data were analysed using Statistical Package for the Social Sciences (SPSS), and a descriptive analysis was carried out to answer the principal research questions, and inferential descriptive analysis was also performed to identify any significant difference between the use of VLS and students' characteristics. Study Results: The results of the current study showed that among five VLS, the metacognitive strategy scored the highest mean (M=2.4227, SD= 0.77979), followed by the determination strategies (M=2.3557, SD=0.73111). The least strategies used among Saudi students were cognitive strategies (M=2.0248, SD=0.85425) in UK universities. In addition, the current study detected a significant difference between the use of memory strategies and students' age and cognitive strategies with educational level. Conclusion: The findings indicated that Saudi students in UK universities preferred metacognitive strategies compared to other VLS to learn English vocabulary. Furthermore, the results revealed that older students used memory strategies more than younger students and students at associate degree level used cognitive strategies more than master students.