Vocabulary learning strategy instruction in the EFL secondary classroom: an exploratory study

Abstract

This study investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students in Hong Kong. Two vocabulary tests and one vocabulary learning strategies (VLSs) questionnaire survey were administered near the end of the school year. The data were analysed using t-tests and correlation coefficients. The results show that the eight-month VLSs instruction was significantly correlated with students’ vocabulary knowledge. It was also found that: (1) students favoured cognitive strategies and word analysis strategies to other VLSs; (2) more successful learners employed a wider variety of VLSs than less successful learners, with significant, positive correlations found between the repertoire of strategies and vocabulary performance; and (3) the strategies taught were effective for students’ vocabulary learning and were significant predictors of more successful students. Students’ responses from group discussions revealed their positive experiences with learning VLSs through explicit instruction, supporting the effectiveness of consolidation strategies. This study adds to the limited research literature on the role of VLSs instruction for EFL secondary learners. Strategies conducive to vocabulary learning and the implications of this study are discussed.

Keywords:

• vocabulary learning strategies
• strategy instruction
• strategy awareness
• EFL
• secondary learners

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kwun Man Chiang

Ken Chiang is a doctoral student at The Chinese University of Hong Kong. He has taught English in secondary school and various tertiary institutions in Hong Kong and has extensive experience in teacher development and curriculum development. His research interests include L2 literacy development and teacher education and teacher professional development.

Chih-Hao Chang

Chih-Hao Chang is an assistant professor in the Faculty of International Studies at Nagoya University of Commerce & Business in Japan. His main research centres on sociolinguistics and L2 writing pedagogy, and he has related interests in educational policy studies and comparative education. He has published research articles in international journals - such as International Journal of Educational Development and International Journal of Bilingual Education and Bilingualism.

[email protected]

Icy Lee

Icy Lee is a Professor at the Faculty of Education of The Chinese University of Hong Kong. She has published in international journals such as TESOL Quarterly, Language Teaching Research, and Journal of Second Language Writing.