Thesis PowerPoint

1. A survey on the use of vocabulary
learning strategies by ELT and EFL
students of Duhok University in
Northern Iraq
Wisam Ali Askar

2. Outline
 Introduction
 Statement of the problem
 The aim of the study
 Research Questions
 The significance of the study
 Review of the literature
 Research Methodology
 Results and Findings
 Implications
 Suggestions for future studies

3. Introduction
 Wilkins (1972, p.111) stated, “Without grammar, very
little can be conveyed; without vocabulary, nothing can
be conveyed”.
 Researchers like Hedge (2000) and Yu-Ling (2005)
indicated that vocabulary in the language learning
classes has long been neglected

4. Statements of the Problem
 Lack of attention to vocabulary by learners and
teachers to VLSs.
 Most of language learners have been to taught
to acquire vocabulary based on its phonetic
representation or their Kurdish meaning.
 Lack of different strategies in learning
vocabulary.

5. The aim of the study
 The major purpose of the study was to
examine and compare the vocabulary
learning strategies employed by the ELT
and EFL students as well as the relevance
of gender and grade levels in terms of
using learning strategies.

6. Research Questions
1. Are ELT and EFL undergraduate learners
high, medium or low VLS users?
2. What are the most and least frequently used
VLSs by ELT and EFL learners?

7. Research Question
3. Are there any significant differences
between male and female learners in VLS
use?
4. Are there any significant differences
among graders in VLS use?
5. Are there any significant differences
between ELT learners and EFL learners in
applying VLSs?

8. The significance of the study
 An awareness of the important of
vocabulary.
 An awareness of different VLSs.

9. Review of the literature
 Definitions of vocabulary learning strategies
 In this study, VLS means “any devices, tools or
techniques used by the language learners to
retain their vocabulary easily”.
Classification of VLSs
Social
Memory
Cognitive
Metacognitive

10. Methodology
 The research design: Survey
 Creswell (2012, p.376) stated that we “use survey
research to determine individual opinions”.
 Participants:
 The study included 466 students.
 199 male (42.7%) and 277 females(57.3%)
 223 (47.9%) were ELT students from the Faculty of
Basic Education and 243 (52.1%) were EFL
students from the Faculty of Humanities.

11. Methodology
 The study included 129 1st year students, 139
2nd year students, 106 3rd year students and 92
4th year students.
 The questionnaire
Tek’s (2006) VLS questionnaire , 36 items was
used.
Five point Likert scale was used to find the
frequency of each strategy: Never, Sometimes,
Often, Usually, and Always.

12. Methodology
 Data collection procedures
 Permissions letters.
 Instructions explained in English and Kurdish.
 Data Analysis:
 Statistical Package of Social Sciences (SPSS 20)
 The frequency method, T-test, One way ANOVA, and Post-
hoc

13. Results and Findings
 The students of this study were found to be medium
strategy users(M=2.98) .
 Frequency of Strategy Use in the Four Main
Strategy Categories
Strategies M S.D. Strategy
level
Cognitive 3.29 1.08 Medium
Memory 3.06 1.06 Medium
Metacognitive 2.89 1.14 Medium
Social 2.69 1.12
Medium

14. Results and Findings
 The Most and Least Frequently Used Vocabulary
Learning Strategies
The five most used strategies
Strategy items Mean
1. Use English language internet 3.80
2. Take notes in class. 3.77
3. Use a bilingual dictionary 3.69
4. Image word’s meaning. 3.53
5. Use a monolingual dictionary 3.51

15. Results and Findings
The five least used strategies
Strategy items
Mean
1. Test with your parents, if they know English
1.90
2. Ask your school teacher for Kurdish translation
2.03
3. Ask your teacher to check your word lists for
accuracy 2.32
4. Listen to English- radio program
2.45
5. Read an English language newspaper

16. Results and Findings
 Vocabulary Learning Strategy Use and Gender
 T-test shows the statistic significant differences only
between the use of four individual strategies and
gender.
strategy Sig.
 Take notes in class 001*
 Test with your parents, if they know English 003*
 Learn by pair work in class 001*
 Learn by group work in class 002*
 These findings support the idea that the females tend
to use more social strategies than males.

17. Results and Findings
 Vocabulary Learning Strategy Use and Grade
Level
The Grade Mean
 Fourth grade 3.03
 Third grade 3.01
 First grade 2.99
 Second grade 2.92
 The more experienced students in studying English
use more VLSs than the less experienced students in
learning English

18. Results and findings
 Vocabulary Learning Strategy Use and Field of Study
 T-test shows the significant differences between the use of
six individual strategies and field of study.
strategy
Sig.
 Connect the word to its synonyms and antonyms
.000
 Use new word in sentences
.000
 Ask your teacher to check your word lists for accuracy
.002
 Ask your teacher for sentence including the new word
.000
 Memorize parts of speech
.000
 Use English language internet

19. Implications
 Vocabulary was not taught explicitly.
 Teachers ‘s familiarity with VLSs Training the
learners
 Collaborative and interaction activities.

20. Suggestions for further research
 Investigating whether teachers teach or apply any
of the strategies in their own classrooms.
 The parents’ English language
 Using qualitative data collection
 No difference between male and females in English
majors does not mean that there is no difference of
non-English majors.