In the field of second language vocabulary learning, numerous studies had been done to investigate language learners’ use of vocabulary learning strategies, as well as relationships between the use of vocabulary learning strategies and other individual variables (e.g., personality, intelligence, major, learning style, etc.). To fill the gap in the literature reviewed, the present study examined the use of vocabulary learning strategies reported by 95 Chinese undergraduate engineering students, and relationships between the use of vocabulary learning strategies and three key variables, i.e., language proficiency, vocabulary size, and gender. Results of this study indicated: 1) With a reported frequency of overall vocabulary learning strategies use of medium, Chinese undergraduate engineering students use determination strategies most frequently, while social strategies the least. 2) There is a negative relationship between the use of overall vocabulary learning strategies reported by Chinese undergraduate engineering students and their language proficiency. In terms of the use of the five categories of vocabulary learning strategies, determination, cognitive, and metacognitive strategies are positively correlated to Chinese undergraduate engineering students’ language proficiency. While social and memory strategies are negatively correlated. On the level of individual vocabulary learning strategies, ten individual vocabulary learning strategies are significantly correlated with language proficiency. 3) Chinese undergraduate engineering students’ use of overall vocabulary learning strategies and vocabulary size are positively correlated. In terms of the use of the five categories of vocabulary learning strategies, social strategies is negatively correlated with vocabulary size while the remaining four categories are positively correlated. On the level of individual vocabulary learning strategies, significant correlations are identified between the use of three individual vocabulary learning strategies and vocabulary size. 4) No significant difference is found between male and female Chinese undergraduate engineering students on uses of overall vocabulary learning strategies, although male Chinese undergraduate engineering students employ overall vocabulary learning strategies more frequently than females. When analyzing the use of the five categories of vocabulary learning strategies, male students employ social, memory, and cognitive strategies more frequently than female students while female students employ determination and metacognitive strategies more frequently. In terms of the gender differences on the use of individual vocabulary learning strategies, female students employ two individual vocabulary learning strategies more frequently than male students at significant levels. Findings of the present study illustrate Chinese undergraduate engineering students’ reported use of vocabulary learning strategies, as well as correlations between the use of vocabulary learning strategies and language proficiency, vocabulary size, and gender. It is recommended that English language teachers in China spending more time on vocabulary learning strategies training and taking advantages of the individual vocabulary learning strategies that can contribute to students’ language learning. / Graduate / kellycai0913@gmail.com

La présente étude vise à étudier: (1) les perceptions des élèves à l’égard de l’apprentissage du vocabulaire qui influence le choix et l’utilisation des stratégies (Discovery Study) et (2) déterminer l’effet de l’utilisation de stratégies métacognitives qui étaient intégrées dans les leçons d’apprentissage du vocabulaire utilisées par les étudiants de l’Université de Malaisie pour apprendre le français comme langue étrangère (Main Study). Cette étude comprenait des variables telles que les différences individuelles et les facteurs situationnels et sociaux qui agissent comme facilitateurs et contraintes dans l’apprentissage du vocabulaire des apprenants. Une approche qualitative a été appliquée pour l’objectif 1et l’approche quantitative utilisée pour atteindre l’objectif 2. Les sujets de recherche dans la présente étude étaient 45 étudiants de premier cycle à l’UiTM (Université de la Technologie Mara, Penang) au cours de l’année académique de 2015 : une classe de 21 ayant reçu des stratégies d’apprentissage métacognitif dans l’apprentissage du vocabulaire impliquant le groupe expérimental et une autre classe de 24 étudiants ayant servi le groupe contrôle et ayant reçu seulement la méthode d’apprentissage traditionnelle, c’est-à-dire sans composants métacognitifs. Les principales sources de données de cette étude ont été analysées par le programme de SPSS telles que le t-test pour évaluer les différences significatives pour les moyennes de performance des tests de connaissances du vocabulaire entre le groupe contrôle et le groupe expérimental au cours de pré et post-test et l’Excel 2007 pour analyser de façon descriptive la fréquence, le pourcentage ,la moyenne et l’écart type des composants de la stratégie métacognitive utilisés. En outre, l’analyse One Way ANCOVA a été utilisée pour déterminer les effets de l’utilisation de la stratégie métacognitive pendant les leçons d’apprentissage du vocabulaire. De plus, des questionnaires et des entretiens semi-structurés ont été utilisés pour recueillir des données et des documents de cours, les réponses réfléchies des élèves (The keys ideas) et les notes lors des interventions de classe étaient comme des sources de données supplémentaires. Les résultats révèlent que la perception des élèves vis-à-vis de l’apprentissage du vocabulaire de la langue cible affecte la sélection et l’utilisation de la stratégie, où la perception négative a abouti à un apprentissage infructueux alors que les perceptions positives conduiront à un apprentissage efficace. Les résultats d’analyse ont révélé que les différences individuelle et les facteurs situationnels et sociaux influençant l’utilisation et les choix des stratégies telles que les croyances, les états affectifs, la langue cible et le contexte. En outre, l’utilisation de la stratégie métacognitive dans l’apprentissage du vocabulaire a été bénéfique pour améliorer les performances des connaissances du vocabulaire des apprenants. Les résultats de cette étude suggèrent également que les perceptions de l’apprentissage du vocabulaire et l’utilisation de stratégies métacognitives dans l’apprentissage du vocabulaire français ont eu des répercussions sur l’apprentissage des langues étrangères. / The present study aims to investigate twofold: (1) to investigate the students’ perceptions toward vocabulary learning which influences the choice and the use of the strategies (Discovery Study) and (2) to investigate and describe the effect of using Metacognitive strategies which were integrated in vocabulary learning lessons employed by Malaysian University students in learning French as a foreign language (Main Study); This study included variables such as Individual differences and Situational and Social factors that act as facilitators and constraints of the students’ vocabulary learning. Qualitative approach is applied for objective 1 and whilst quantitative approach is used to fulfil objective 2. The research subjects under the present investigation were 45 undergraduate students studying at UiTM (University of Technology Mara, Penang Campus) in academic year 2015; one class of 21 which received metacognitive learning strategies in learning vocabulary involving the experimental group; the other class of 24 students served as the control group and received only traditional method of learning without metacognitive components. The primary data sources of this study were analysed by SPSS such as t-test to assess the significant differences for mean of vocabulary knowledge tests performance between the control group and experimental group during pre and post-tests and as well Excel 2007 to analyse descriptively the frequency, percentage mean and standard deviation of metacognitive strategy components use. Furthermore, One Way ANCOVA analysis was used to determine the effects of using metacognitive strategy during vocabulary learning lessons. Moreover, questionnaires and semi-structured interview were used for collecting data and course documents, students’ reflective answers (Keys ideas), and notes during the class interventions were additional data sources. The findings reveal that students’ perception towards vocabulary learning of the target language affects the selection and use of the strategy, where the negative perception resulted in an unsuccessful learning whilst positive perceptions will lead to effective learning. The analysis results found that the factors were strongly related to influence the use of the strategies such as beliefs, affective states, learner factors, target language and context. Moreover, using metacognitive strategy in the vocabulary learning was beneficial in enhancing the students’ vocabulary knowledge performances. Findings from this study also suggest that perceptions towards vocabulary learning and the use of metacognitive strategies in learning French vocabulary had impacts on foreign language learning.

This study investigates two vocabulary exercises where the participant students receive an assigned set of words to put into sentences, one being a more traditional written exercise, the other being an exercise where students make a vlog using the assigned words. Two upper secondary school classes in Sweden participated in the experiment, including responding to a Likert attitude questionnaire. The hypothesis used in this paper is derived of Pegrum’s third category, of higher integration between school and everyday life, and that this would lead to better results for the students who completed the vlogging exercise. The two participating classes were each divided into two group halves, and each group half received one written exercise and one vlogging exercise – consequently each class half acted as a control group for the other half. The responses gathered were divided into three categories, ‘Correct’, ‘Undetermined’, and ‘Failed’. The results disprove that the vlogging exercise offers a significant improvement over the traditional written exercise, and thusly confirms the No Significant Difference phenomenon.