Exploring Vocabulary Learning Strategies and Beliefs Among Saudi Female EFL Undergraduates: A Case Study at Majmaah University

Authors

  • Deem Abdulrhman AlBatel

    Department of English Language, College of Education, Majmaah University, Al Majma’ah 11952, Saudi Arabia
  • Sami Hussein A. Ahmed

    1. Department of English Language, College of Education, Majmaah University, Al Majma’ah 11952, Saudi Arabia
    2. Department of English, College of Languages, University of the Holy Quran & Islamic Sciences, Khartoum 11111, Sudan

DOI:

https://doi.org/10.30564/fls.v6i6.7315
Received: 9 April 2024 | Revised: 10 August 2024 | Accepted: 14 October 2024 | Published Online: 10 December 2024

Abstract

Learning vocabulary effectively is still a major issue for many English language learners, enrolled in English programs at universities. These students have particular obstacles to their lexical development that stem from cultural customs, limited exposure to real world English communication situations outside of the classroom, and differences in their learning styles and aptitudes. This mixed-methods study aimed to examine vocabulary techniques and beliefs among students at Majmaah University, identify the vocabulary learning strategies employed by Saudi female undergraduate students, and examine variations in strategies between junior and senior levels. Finding helpful vocabulary-building strategies will assist maximize results, especially for this important learner population in the nation's educational system. A validated online survey explored participants' frequency and views about their preferred technique. The experiences of learners in vocabulary acquisition were then profoundly qualitatively revealed through further semi-structured interviews. Using dictionaries, cognitive inferencing, and activation emerged as the most common cognitive strategies, according to quantitative evaluation. Less often, metacognitive and social techniques were described. Qualitative research revealed strategic flexibility associated with the competency level and barriers to flexible language use related to ideological foundations. Saudi female undergrads demonstrated a greater reliance on direct memorization than on thoughtful approaches. Official regulations outlined certain acceptable language uses. To gradually increase vocabulary retention over time, educators might suggest experimenting with extra strategies and flexibility in pedagogical language activities.

Keywords:

Vocabulary Learning Strategies; Saudi Female EFL Undergraduates; Beliefs Towards Vocabulary Learning Strategies

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How to Cite

AlBatel, D. A., & A. Ahmed, S. H. (2024). Exploring Vocabulary Learning Strategies and Beliefs Among Saudi Female EFL Undergraduates: A Case Study at Majmaah University. Forum for Linguistic Studies, 6(6), 634–652. https://doi.org/10.30564/fls.v6i6.7315

Issue

Vol. 6 , Iss. 6 (December 2024)

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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