Vocabulary learning strategies of university students: The case of preparatory year students and English major students

Abdullah Al Fraidan; Ibrahim Fakhli

doi:10.30827/portalin.vi41.24321

Autores/as

Abdullah Al Fraidan King Faisal University, Al Ahsa, Saudi Arabia https://orcid.org/0000-0002-5152-9794
Ibrahim Fakhli King Faisal University, Al Ahsa, Saudi Arabia

DOI:

https://doi.org/10.30827/portalin.vi41.24321

Palabras clave:

estrategias de aprendizaje de vocabulario, aprendizaje y adquisición de vocabulario, estudiantes universitarios

Resumen

Las estrategias de aprendizaje de vocabulario juegan un papel importante en el aprendizaje y la adquisición del idioma inglés. Este estudio investiga las estrategias de aprendizaje de vocabulario (VLS) que usan los estudiantes universitarios mientras aprenden nuevas palabras y las razones del uso y no uso de algunas VLS notables. Es un intento de averiguar si los VLS difieren entre los niveles universitarios. Un cuestionario de estrategias de aprendizaje de vocabulario de escala Likert de 5 y una entrevista semiestructurada administrada a 82 estudiantes universitarios (es decir, 52 estudiantes de inglés de primer año (EFL) y 32 estudiantes del decanato del año preparatorio (PYD)). Los resultados mostraron que los estudiantes de EFL y PYD comparten aproximadamente la misma cantidad de VLS, pero el uso frecuente de sus estrategias es diferente. Mientras que los estudiantes de EFL utilizan principalmente estrategias metacognitivas para aprender nuevas palabras, los estudiantes de PYD utilizan estrategias de determinación con mayor frecuencia. Los resultados indicaron que el enriquecimiento del léxico mental y la autonomía en el aprendizaje del idioma son las principales razones para utilizar algunos VLS. Además, la principal razón para no usar algunos VLS es la falta de familiaridad con esos VLS.

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Biografía del autor/a

Abdullah Al Fraidan, King Faisal University, Al Ahsa, Saudi Arabia

Associate Professor, Department of English Language, College of Arts, King Faisal University, Al Ahsa, Saudi Arabia

Ibrahim Fakhli, King Faisal University, Al Ahsa, Saudi Arabia

Department of English Language, College of Arts, King Faisal University, Al Ahsa, Saudi Arabia

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FUNDING INFORMATION:

This work was funded and supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Grant No. 4,974].