THE TITLE: "Assessing Students' Vocabulary Learning Strategies Use in EFL Class: The Case of Gijet Secondary School"

Abstract

The main purpose of this study was to investigate the use of vocabulary learning strategies (VLS) among Grade 9 students at Gijet Secondary School. A total of 126 students were randomly selected from a population of 392 during the 2017 E.C. academic year. The study aimed to: (1) examine differences in students’ perceptions of the importance of vocabulary learning in the EFL classroom, (2) identify variations in students’ use of vocabulary learning strategies, and (3) determine the most and least frequently used strategies. To collect data, a questionnaire, AND interview were employed. The questionnaire data were analyzed quantitatively using frequency, percentage, mean values and standard deviation. The findings revealed that: (1) students held varying perceptions about the importance of vocabulary learning and the use of VLSs, (2) the most frequently used strategies were social strategies (discovery strategies) and determination strategies, while (3) the least frequently used were social strategies (consolidation strategies) and meta cognitive strategies. Additionally, findings from the interviews supported these results. Based on these findings, relevant suggestions and recommendations have been forwarded.