VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS AT THE TERTIARY LEVEL
Abstract
Vocabulary acquisition is a critical component of language learning, particularly for English as a Foreign Language (EFL) students at the tertiary level. This article examines various vocabulary learning strategies (VLS) employed by these students, categorizing them into metacognitive, cognitive, memory-related, social, contextual, and dictionary use strategies. Each strategy's effectiveness is evaluated, highlighting its strengths and potential drawbacks. Additionally, the article addresses challenges such as individual differences, cultural factors, resource availability, and student motivation. By utilizing a comprehensive approach to vocabulary learning, EFL students can significantly enhance their language proficiency and academic performance. The article concludes with a call for further research into the efficacy of these strategies across diverse learner populations and contexts.
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References
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