Vocabulary learning strategy as a perceived predictor of EFL learners’ written receptive vocabulary knowledge among Ethiopian university students

Abstract

Studies emphasize on combination of incidental and intentional vocabulary learning strategies in English as foreign language pedagogy. The current study established the significance of vocabulary learning strategies as a perceived predictor of written receptive vocabulary knowledge among Ethiopian university EFL students. A quantitative correlational design was employed. To gather the appropriate data, a vocabulary learning strategy questionnaire and vocabulary size test were administered to 356, randomly selected, freshman English as a foreign language learners. To analyze the data, correlation and multiple linear regressions were computed using SPSS version 23. The major findings of the study revealed a significant positive relationship between perceived vocabulary learning strategies and written receptive vocabulary knowledge among the target English as a foreign language university students. In addition, the overall vocabulary learning strategy preferences have a significant positive linear relationship with perceived written receptive vocabulary knowledge. Remarkably, while metacognitive, social consolidation, cognitive, social determination, and memory strategy were analyzed, only determination strategy significantly contributes to predicting students’ written receptive vocabulary knowledge. This study provides useful insights to EFL teachers, and curriculum designers with regard to improving learners’ vocabulary learning. The authors also suggest conducting research to understand the directivity of the relationship between vocabulary learning strategies and written receptive vocabulary knowledge.