A Preliminary Study on Learners’ Perception on Out of Class Autonomous Vocabulary Learning Strategies
Abstract
The current study tries to explore learners’ perception of out of class autonomous vocabulary learning strategies. The respondents were from one tertiary institution in Malaysia from the Diploma in Plantation and Industrial Management program. Questionnaires were distributed via the google classroom platform to 30 students because of the covid 19 pandemic where classes were conducted online. Data gathered were analysed using descriptive analysis based on percentages. Online distance learning (ODL) has taken place during this pandemic. Findings show the three most preferred ways to find meanings of the unknown words outside of class time are checking the meanings of the words, reviewing the new learnt words and encouraging themselves to speak in English using the words. On the other hand, the least preferred strategy is going to the access center or library or consulting online sources. As the findings show, it is vital for learners to be autonomous since some courses will still be conducted on-line even when the cases of covid 19 reduce later. By being autonomous learners will not depend a lot on lecturers and activities conducted in the classroom as time spent in the classroom is limited.
Downloads
References
Ali, M. A. (2020). Investigation of vocabulary learning strategies to identify word meanings for Saudi EFL students in reading context. Arab World English Journal, 11 (3), 149-169. https://dx.doi.org/10.24093/awej/vol11no3.9
Almusharraf, N. (2018). English as a foreign language learner autonomy in vocabulary development: Variation in student autonomy levels and teacher support. Journal of Research in Innovative Teaching & Learning, 11(2), 159-177. https://doi.org/10.1108/JRIT-09-2018-0022
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34. DOI: 10.20472/TE.2015.3.3.002
Borg, S., & Al-Busaidi, S. (2011). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66, 283-292. http://dx.doi.org/10.1093/elt/ccr065
Feng, T. (2015). Assessing learner autonomy and EFL vocabulary acquisition: A case study. Beyond Words, 3(1), 78-99. https://doi.org/10.33508/bw.v3i1.678
Haddad, R. H. (2016). Developing learner autonomy in vocabulary learning in classroom: How and why can it be fostered? Procedia—Social and Behavioral Sciences, 2, 784-791. https://doi.org/10.1016/j.sbspro.2016.10.106
Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177. https://doi.org/10.1016/j.cognition.2018.04.007
Humphreys, G., & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52-63. https://doi.org/10.1093/elt/cct056
Huyen, N.T.T. & Nga, K.T.T. (2003). Learning vocabulary through games. Asian EFL Journal, 5(4), 90-105. https://asian-efl-journal.com/dec_03_vn.pdf
Kamil, M., & Hiebert, E. (2005). Teaching and learning vocabulary: Perspectives and persistent issues. In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 1–23). Mahwah, NJ: Lawrence Erlbaum. Retrieved August 18, 2009, from PsycINFO database.
Lynch, M. (2020). Why students struggle with reading comprehension. The Advocate. https://www.theedadvocate.org/why-students-struggle-with-reading-comprehension/.
Moir, J., & Nation, I. S. P. (2002). Learners’ use of strategies for effective vocabulary learning. Prospect, 17(1), 15-35. https://www.wgtn.ac.nz/lals/resources/paul-nations-resources/paul-nations-publications/publications/documents/2002-Moir-Learners-strategies.pdf
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2011). My ideal vocabulary course. In M. H. Chau, & I. A. Khairi (Eds), Vocabulary Learning in the Language Classroom. Petaling Jaya: MELTA-Sasbadi.
Nguyen, T.C.L. (2009). Learner autonomy and EFL learning at the tertiary level in Vietnam. (Unpublished doctoral dissertation). Victoria University of Wellington. Retrieved from http://researcharchive.vuw.ac.nz/handle/10063/1203
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oates, S. (2019). The importance of autonomous, self-regulated learning in primary initial teacher training. Curriculum, instruction, and pedagogy article Front. Educ., 20 September 2019. https://doi.org/10.3389/feduc.2019.00102
Rohmatillah, R. (2014). A Study on students’ difficulties in learning vocabulary. English Education: Jurnal Tadris Bahasa Inggris, 6(1), 75-93. https://doi.org/10.24042/ee-jtbi.v6i1.520
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press
Smith, R.C. (2003). Pedagogy for autonomy as (Becoming-)Appropriate Methodology. In: Palfreyman, D., Smith, R.C. (eds) Learner autonomy across cultures. Palgrave Macmillan, London. https://doi.org/10.1057/9780230504684_8
Thornbury, S. (2006). How to teach vocabulary. Pearson Education India.
Tilfarlioglu, F. Y., & Sherwani, S. (2018). An analysis of the relationship among EFL learners’ autonomy, self-esteem, and choice of vocabulary learning strategies. Theory and Practice in Language Studies, 8(8), 933–947. http://dx.doi.org/10.17507/tpls.0808.05
Tri Mulyati. (2022). Learners’ autonomy in the midst of Covid-19 pandemic. ELTICS (English Language Teaching and English Linguistics) Journal, 7(1), 72-81. https://journal.upy.ac.id/index.php/eltics/article/view/2132
