A Comparative Study of Vocabulary Learning Strategies as a Function of by Azerbaijani EFL Learners’ Proficiency Levels

Abstract

In this survey study, a questionnaire including 24 items was designed, developed and validated by the researcher on the construct of vocabulary learning strategies as used by adult EFL learners. In total, 90 Adult Azerbaijani learners of EFL were surveyed via the questionnaire. The participants were divided into three equal groups of elementary, intermediate and advanced learners of EFL. Furthermore, 15 participants were interviewed to obtain complementary data regarding the VLS they used (five participants from each level). The VLSs frequently used by elementary learners included: use of L1, bilingual dictionaries, asking teacher and classmates for word meaning. Intermediate participants’ position in terms of using VLS was between the elementary and advanced learners; they used VLS such as monolingual dictionary use, relating words to background knowledge and noting the affixes more than elementary learners but less than advanced learners.  Advanced learners used the strategies the most frequently; in particular, they noted the part of speech of the new words, used the new words in their speaking and writing and also used the meta-cognitive strategies to test themselves. The results of the study reveal that proficiency level has an impact on the frequency of using memory, cognitive and metacognitive strategies. Elementary learners used some strategies such using L1, asking peers and teachers for the meaning of new words and bilingual dictionaries more than intermediate and advanced learners. Thus, elementary learners used social strategies more frequently than the other groups, intermediate and advanced learners used memory, cognitive and metacognitive strategies more frequently than the elementary group.