First Year Students’ Vocabulary Learning Beliefs, Strategies and Vocabulary Size Outcomes: Jigjiga University in Focus

Abstract

This study aimed at investigating the vocabulary learning beliefs (VLB), vocabulary learning strategies (VLS) and vocabulary size outcomes of the first year university students who have been taking Communicative Language Skills Course. Sequential explanatory design with mixed methods approach was employed. The purpose of this two-phase explanatory mixed methods study was to obtain statistical, quantitative results from the target population and then followed up by a few participants’ to probe those results with qualitative interviews. 462 students in their first year program at Jigjiga University participated in the study. The students were randomly selected from three colleges and nine departments in the university. Six instructors who were involved in teaching Communicative English Language Skills to these students were also the participants. The quantitative data were collected through survey questionnaire and global vocabulary size tests, and the qualitative data was elicited using semi-structured interviews. Questionnaire and vocabulary size tests were administered to the students, while the interview data was drawn from both students and their EFL instructors. The study found out that there has been a strong correlation between vocabulary learning beliefs and vocabulary learning strategies. The empirical evidence indicates the correlation is positive and significant. Thus, learners’ beliefs held govern strategy use, and strategy use in turn affects success in learning EFL vocabulary. However, first year students lack insightful beliefs towards EFL vocabulary learning. Vocabulary learning strategies were hardly employed, where bilingual dictionary and electronic bilingual dictionary have been the most favored. EFL instructors, conversely, believe and actually practice context-based strategies for guessing meanings of unknown words in the classroom. Results of the vocabulary size tests also indicate that the majority of the students have inadequate vocabulary size that affected their communicative skills. 

Keywords: vocabulary knowledge, vocabulary teaching, academic communication skills