1. 10122612 Shin-Hua Wu
Instructor: Pi-Ying Hsu
Date: 2014/03/31
The Type of Vocabulary Learning
Strategies Used by ESL Students
in University Putra Malaysia

2. Citation
Asgari, A., & Mustapha, G. B. (2011). The Type
of Vocabulary Learning Strategies Used by ESL
Students in University Putra Malaysia. English
Language Teaching, 4(2), 84-90.
2

3. Contents
Introduction
Literature Review
Methodology
Results & Conclusion
Critiques & Suggestions
3

4. Background
Purpose
Gap
Research Question
4
Introduction

5. Introduction
Vocabulary has been recognized as crucial to language use
in which insufficient vocabulary knowledge of the learners
led to difficulties in second language learning.
Background
5

6. Gap
ESL students at University Putra Malaysia is a population
that has been rarely included in any previous studies on
vocabulary learning strategies.
6
Introduction

7. The purpose of the present study is to examine the use of
vocabulary learning strategies (VLS) by Malaysian ESL
students at University-level to better understand the ways
that they applied to learn new words in English.
7
Introduction
Purpose

8. Introduction
What are the vocabularies learning strategies actively
employed by undergraduate ESL students in learning
the English language?
Research Question
8

9. 9
Literature Review
Summary of Oxford’s Classification of
Language Learning Strategy
Vocabulary Learning Strategy
The definition of Vocabulary Learning
Strategy

10. Literature Review
(Oxford, 1990) 10
Summary of Oxford’s
Classification of LLS

11. Literature Review
While particular strategies are used by second language
learners for the acquisition of new words in the second
language are called ‘vocabulary learning strategies’.
(Gu, 1994)
11

12.  Discovery strategies: Strategies that are used by learners to discover learning of words.
 Consolidation strategies: a word is consolidated once it has been encountered.
12
Literature Review
(Schmitt, 1997)
He categorized vocabulary learning strategies into five sub-categories:
Determination
strategies
Social
strategies
Memory
strategies
Cognitive
strategies
Metacognitive
strategies

13. 13
Methodology
Malaysian ESL students
4 males, 6 females
University-level
Qualitative research/ interview
(Cresswell, 2008)
Researcher
(paper page 87 )
University Putra Malaysia
is located in Selangor,
established 1993
September 25th and
October 15th, 2009
Methodology
participants instruments
Research site Research time
Educational studies & Language and Humanities Education

14. Methodology
14
the teacher
taught EFL
context
randomly
selected 10
participants
interview
Procedure

15. • ESL learners in UPM are not aware of most of the vocabulary strategies.
• They are usually using vocabulary learning strategies in either a medium
or low frequency.
15
Results
 What type of vocabulary learning strategies do ESL students of
Malaysia use?
Vocabulary learning Strategies UseThe Common Strategies Use
• ESL Malaysian students used determination, cognitive, social and
metacognitive strategies which are the most common strategies.
Ex: guessing from the context
Learning New Words through
Reading
• The teacher uses English newspapers to improve and assist the learning
and acquiring of new vocabulary process.
Use of Dictionaries
• Ahmed, Jamal, Sarah, Rose, and Jim as one of the common
strategies that have been used by a monolingual dictionary.
Ex: English to English dictionary
Applying New Words in Daily
Speaking
• It can be considered as a social strategy.
- practice new words among friends (mentioned by five subjects)
- ask questions in the classrooms (two subjects)
- interact with native speakers (mentioned by three subjects).
Use of Media
• Using the English-language media (songs, movies, internet, computer
games, TV programs) is among the high frequency strategies are used
by the students.
Social Strategies
• None of the students described studying words with the help of others in
purposed of learning words.
• The participants only shared their problems with others when they
couldn’t find any other sources to learn those unknown words.

16. Some strategies such as the learning a word through
reading, the use of monolingual dictionary, the use of
various English-language media, and applying new English
word in their daily speaking where are related to
16
Conclusions
Memory
strategy
Determination
strategy
Meta-cognitive
strategy

17. This study could show the interview questions for the
readers.
This study would increase the public awareness on the
importance of vocabulary learning strategies in second
language learning and teaching.
17
Critiques & Suggestions

18. Critiques & Suggestions
18
Studies on the individuals’ differences of language learners
can be conducted both in qualitative and quantitative
approaches.
Studying of the effect of culture, home environment, peer
groups, effective teaching methods and classroom
atmosphere on vocabulary learning strategies could be
very helpful to understand the relevant strategies.

19. THANK YOU FOR LISTENING!