ASSESSING VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS IN TEKLI SWUAT COMPREHENSIVE SECONDARY SCHOOL: GRADE TEN IN FOCUS

Abstract

The aim of this study was to assess the vocabulary learning strategies used by English language learners of Tekliswuat comprehensive Secondary school in Frewoyni woreda, Frewoyni town, and eastern zone of Tigray. A descriptive research design was used. A total of 64 respondents were selected using simple random sampling technique. Three data gathering tools namely questionnaire, interview and text book analysis were used to collect data to the study. Frequency and percentage were used to analyze the data gathered from the questionnaire whereas qualitative data analysis was used to analyze the data obtained from interview and text book analysis. Thus, the results from data revealed that an attempt was made to use various vocabulary learning strategies to learn new words. The Tekli Swuat comprehensive secondary school grade Ten EFL students were used the determination VLSs most frequently than the other strategies. In addition the students frequently used the cognitive and the memory strategies respectively. However, the social (consolidation), which is followed by Meta cognitive, is the least frequently used VLSs of Tekli-Swuat comprehensive secondary school students. The result of the data gathering from text book analysis showed that Vocabulary is given due emphases relative to other skills and sub- skills, but doesn’t give equal emphasis among the kinds of VLSs. The current grade ten English text book consists of a few strategies which are highly focused on the determination strategy to teach vocabulary. Therefore, it is recommended that English language teachers should be committed to raise the awareness of all learners about the significance of using variety of VLS for their vocabulary knowledge achievement in language learning. Students need to be aware of the significance of learning vocabulary via different vocabulary learning strategies and give equal emphasis to the whole strategies. Textbook writers need to include a number of tasks, activities and exercises that encourage students to employ a wide range of vocabulary learning strategies. Higher Educational institutions should arrange training programs to the English language teachers which help to develop their knowledge on different vocabulary teaching strategies.