Research on vocabulary learning strategies (VLSs) has seen a rise in recent years as a new lane of enquiry within the body of L2 vocabulary research. However, very little attention has been given to researching particular strategies and almost none to the strategy of vocabulary note-taking. The present study investigates the use of the vocabulary note-taking strategy (VNS) by university EFL learners in Saudi Arabia. In particular, it looks into the frequency of learners' use of various note-taking micro strategies as well as the learners' strategic behavior in using these micro strategies over time. It also examines the relationship between three learners' variables, namely, vocabulary proficiency level (VPL), vocabulary achievement level (V AL) and university year of study (Y) with their use of the various note- taking micro strategies. Lastly, the study examines whether learners used any note-taking micro strategies in combination rather than independently. The participants were 55 English majors enrolled in a four-year English program in Jeddah Teachers College at King Abdul- Aziz University, Saudi Arabia. In order to triangulate the sources of the study data, a mixed method approach for data collection was used. Whereas strategy data were collected through a questionnaire, structured interviews and some sample learners' notes, vocabulary levels were measured via the Vocabulary Levels Test (VLT) and a vocabulary achievement test. Also, a separate questionnaire was used to gather the relevant participants' background information. Data analysis procedures included mean frequency ratings, Friedman test, Wilcoxon Signed Ranks test, Paired Samples t test, Independent Samples t test, Pearson r correlation and Factor Analysis. The results showed that whereas taking words from textbooks, selecting new words and recording L1 translation were the most common note- taking micro strategies among our subjects, recording notes in audio tapes and on cards, organizing words alphabetically and recording pronunciation and collocations were the least common ones. Also, subjects generally remained consistent in terms of their strategic behavior in using the various note-taking micro strategies over time but nevertheless a few changes occurred. Some relationships were found between the subjects' vocabulary proficiency/achievement level (VPL/VAL) ana their use of' some of ,the note-taking micro -t . " . ~ . • , l strategies. However, whether the use, of these micro strategies contributed to the learners' VPL/VAL rather than the other way' around still needs to be investigated. As such, further research in regards to the effect of using particular note-taking micro strategies on note- takers' vocabulary level needs to be carried out in the future in order to ascertain the particular note-taking micro strategies that are most effective for L2 learning. The results also showed that learners' year of study (Y) contributed to their frequency of using some of the note-taking micro strategies. Finally, some micro strategies were found to be used in combinations with others. Limitations, suggestions for further research as well as' implications emerging from the study were provided.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:558821 |
| Date | January 2012 |
| Creators | Alhatmi, Sultan Ali |
| Publisher | University of Essex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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