Vocabulary Learning Strategies : Shereen Ong Lee Jing A Case Study On Engineering Undergraduates Of Public And Private Universities
The study aimed to compare the vocabulary learning strategies (VLS) used by undergraduates engineering students from private and public universities. The objectives of the study are: 1) to examine the most frequently used VLS by students; 2) to compare the most frequently used VLS by male and fem...
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| Format: | Final Year Project Report |
| Language: | English English |
| Published: |
Universiti Malaysia Sarawak, (UNIMAS)
2017
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/34567/1/Vocabulary%20Learning%20Strategies%20%C2%A0Shereen%20Ong%20Lee%20Jing%C2%A0A%20Case%20Study%20On%20Engineering%20Undergraduates%20Of%20Public%20And%20Private%20Universities%2824pgs%29.pdf http://ir.unimas.my/id/eprint/34567/4/Shereen%20Ong%20Lee%20Jing.pdf http://ir.unimas.my/id/eprint/34567/ |
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| Summary: | The study aimed to compare the vocabulary learning strategies (VLS) used by undergraduates
engineering students from private and public universities. The objectives of the study are: 1)
to examine the most frequently used VLS by students; 2) to compare the most frequently used
VLS by male and female students; 3) to compare the differences in VLS used by students
according to proficiency level. A total of 138 engineering students participated in the study.
The two instruments used to collect data were Nelson English Language Proficiency Test
(Version 300D) and Schmitt's (1997) Vocabulary Learning Strategies Questionnaire. The
findings showed the most frequently used VLS was determination strategies whereas
individual VLS were guessing the word's meaning from context, using Internet to search the
word's meaning, remembering the word sounds and using English language media. For
gender, memory and social strategies in the five categories of VLS were found to have
significant difference. Intermediate students from public university also depicted significant
difference in individual VLS use. For proficiency, there was no significant difference found in
the use of determination, social and metacognitive strategies but there was significant
difference shown in the use of memory and cognitive strategies. Significant differences were
also identified in the use of seven similar individual VLS by students. |
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