Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021                           Pp. 281-294
DOI:https://dx.doi.org/10.24093/awej/covid.21
Full Paper PDF

 

Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning
Strategies

                                                                                     

          Muayad Abdulhalim Ahmad Shamsan
Department of English, College of Arts, University of Bisha
Bisha, Saudi Arabia

Jamal Kaid Mohammed Ali
Department of English, College of Arts, University of Bisha
Bisha, Saudi Arabia

Taha Ahmed Hezam
Department of English, College of Arts, University of Bisha,
Bisha, Saudi Arabia
&
Department of English, Taiz University, Taiz, Yemen

 

Recieved:2/22/2021               Accepted: 4/16/2021                  Published: 4/26/2021 

Abstract:
The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire.  This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors.  It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).
Keywords: COVID-19 pandemic, online learning strategies, Saudi EFL students, vocabulary learning strategies

Cite as: Shamsan, M. A.A., Ali, J.K.M., & Hezam, T. A. (2021). Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges (1) 281-294.
DOI: https://dx.doi.org/10.24093/awej/covid.21

References:

Adam, M. A. (2016). Role of Vocabulary Learning Strategies in Promoting EFL Learners Performance. M. A. Thesis. Retrieved form http://repository.sustech.edu/handle/123456789/15469

Al Masri, A. (2020). The effectiveness of using blended learning for teaching English language vocabulary for 1 st grade students at Al Tafila Directorate of Education.‏ International Journal of Education Research and Reviews,8(8), 001-006.

Alahmad, G. (2020). Vocabulary Learning Strategies and their Relation to Vocabulary Size in Saudi Female Undergraduate EFL Learners. International Journal of Linguistics, Literature and Translation (IJLLT), 3 (7), 208-213. DOI: 0.32996/ijllt.2020.3.6.22

Alamer, H. (2020). Impact of Using Blackboard on Vocabulary Acquisition: KKU Students’ Perspective. Theory and Practice in Language Studies, 10 (5), 598-603. DOI: http://dx.doi.org/10.17507/tpls.1005.14

Alghamdi, A. & Elyas, T. (2020). The Effect of Electronic Flashcards on EFL Students’ Vocabulary Learning: The Case of Saudi Arabia. Randwick International of Education and Linguistics Science (RIELS) Journal, 1(2), 114-125.

Alhadiah, A. (2020). EFL learners’ experience of a MALL-based vocabulary learning tool. Indonesian Journal of Applied Linguistics, 10 (2), 283-291. https://doi.org/10.17509/ijal.v10i2.28590

Alhaisoni, E. (2020). Dictionary Look-up Strategies Used by Saudi EFL Students: A Think-Aloud Study. International Journal of English Linguistics, 10(3), 159-176

Alharthi, M., Bown, A., & Pullen, D. (2020). The Use of Social Media Platforms to Enhance Vocabulary Developing in Learning a New Language: A Review of the literature. Arab World English Journal (AWEJ) Special Issue on CALL (6). 318 -331. DOI: https://dx.doi.org/10.24093/awej/call6.21

Al-Khresheh, M. H., & Al-Ruwaili, S. F. (2020). An Exploratory Study on Vocabulary Learning Strategies Used by Saudi EFL learners. Journal of History Culture and Art Research, 9 (2), 288-302.  DOI: http://dx.doi.org/10.7596/taksad.v9i2.2616

Al-Nasser, A. S. (2015). Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies5(8), 1612-1619.

Alqarni, I. R. (2018). Awareness-Raising of Vocabulary Learning Strategies: Does It Make a Difference?. Arab World English Journal, 9 (3), 98 -110

Bensalem, E. (2018). The Impact of WhatsApp on EFL students’ Vocabulary Learning. Arab World English Journal, 9 (1). DOI: https://dx.doi.org/10.24093/awej/vol9no1.2

Bin-Hady, W. R. A. (2021). The Role of Games in Enhancing EFL Students’ Vocabulary Acquisition. Faculty of Education Scientific Journal, 17(1)59-68

Boonkongsaen, N. (2012). Factors Affecting Vocabulary Learning Strategies: A Synthesized  Study. Naresuan University Journal, 20 (2).

Boonnoon, S. (2019). Vocabulary Learning Strategies Employed by Thai University Students across Four Academic Profiles, Theory and Practice in Language Studies, Vol. 9, No. 8, pp. 902-910, DOI: http://dx.doi.org/10.17507/tpls.0908.02

Cohen, A. D. (2014). Strategies in Learning and Using a Second Language (2nd ed.). London and New York: Routledge- Taylor & Francis Group. DOI:https://dx.doi.org/10.24093/awej/vol9no3.7

Dincer, A. (2020). Understanding the Characteristics of English Language Learners’ Out-of-Class Language Learning through Digital Practices. IAFOR Journal of Education8(2), 47-65.‏ DOI: https://doi.org/10.47175/rielsj.v1i2.79

Hashemi, Z., & Hadavi, M. (2015). Investigation of Vocabulary Learning Strategies among EFL Iranian Medical Sciences Students. Procedia—Social and Behavioral Sciences, 192, 629-637. http://doi.org/10.1016/j.sbspro.2015.06.110

Hatch, E. &. Brown, C. (2000). Vocabulary, semantics, and language education (3rd ed.). Cambridge: Cambridge University Press.

Hurd, S. & Lewis, T. (2008). Language Learning Strategies in Independent Settings. Bristol, UK: Multilingual Matters.

Khair, S. A. M. (2017). Investigating the Use of Vocabulary Learning Strategies among English Major Students (A Case Study of Al-Fashir University). Retrieved from https://pdfs.semanticscholar.org/f5d2/78e88858a3b84128bedffbbe0123d4c8f595.pdf

Khan, R. M. I., Radzuan, N. R. M., Shahbaz, M., Ibrahim, A. H., & Mustafa, G. (2018). The Role of Vocabulary Knowledge in Speaking Development of Saudi EFL Learners. DOI: https://dx.doi.org/10.24093/awej/vol9no1.28

Knez, M. (2018). Factors Influencing Vocabulary Learning Strategy Preferences, XA Proceedings 1(1): 83–95. Zagreb: English Student Club.

Kulikova, O. (2015). Vocabulary learning strategies and beliefs about vocabulary learning: a study of beginning university students of Russian in the United States. ” PhD (Doctor of Philosophy) thesis, University of Iowa.  https://doi.org/10.17077/etd.nxurfdwv

Lin-Fang, W. (2013). A Study of Factors Affecting College Students’ Use of ESL Vocabulary Learning Strategies. International Journal of Humanities and Social Science. 3 (19).

Macaro, E. (2001). Learning Strategies in Foreign and Second Language Classrooms. London and New York: Continuum.

Mahyoob, M. (2020).Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11 (4) 351-362. DOI: https://dx.doi.org/10.24093/awej/vol11no4.23

Mahdi, H. S. (2018). Effectiveness of mobile devices on vocabulary learning: A meta-analysis. Journal of Educational Computing Research56(1), 134-154.‏ doi:10.1177/0735633117698826

O’Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies: Self-Regulation in Context (2nd ed.). New York and London: Routledge- Taylor & Francis Group.

Patahuddin, Syawal & Tahir, S. (2017). Investigating Indonesian EFL Learners’ Learning and Acquiring English Vocabulary. International Journal of English Linguistics; Vol. 7, No. 4; 2017. doi:10.5539/ijel.v7n4p128

Rubin, J (1975). What the “Good Language Learner” Can Teach Us, TESOL Quarterly, Vol. 9, No. 1. Pp. 41-51.

Schmitt, N. (2000). Vocabulary in language teaching. New York: Cambridge University Press.

Seddigh, F. Shokrpour, N. (2012). Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences. English Language Teaching, Vol. 5, No. 2, 160-173. doi:10.5539/elt.v5n2p160

Syahrin, S., & Salih, A. A. (2020). An ESL Online Classroom Experience in Oman during Covid-19. Arab World English Journal11(3), 42-55. DOI: https://dx.doi.org/10.24093/awej/vol11no3.3

Takac, V. P. (2008) Vocabulary Learning Strategies and Foreign Language Acquisition. Clevedon • Buffalo • Toronto: Multilingual Matters Ltd.

Viera, R. T., (2017). Vocabulary Knowledge in the Production of Written Texts: a Case Study on EFL Language Learners. Revista Tecnológica-ESPOL, 30(3), 89-105.

Yaacob A. et al. (2019). Vocabulary Learning Strategies through Secondary Students at Saudi School in Malaysia, SAGE Open, Pp 1-12. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/2158244019835935

Yaacob, A. et al. (2018). Factors affecting students’ learning strategies at school, International Journal of Engineering & Technology, 7 (4), 3703-3709. DOI: 10.14419/ijet.v7i4.16885

You, Y. (2011). Factors in Vocabulary Acquisition through Reading, ITJ, 8(1), pp. 43-57. Retrieved from: https://journals.iupui.edu/index.php/intesol/article/download/15524/15570/

Yunhao, Z. (2011). The Use of Vocabulary Learning Strategies by Good and Poor Language Learners: A Case Study of Chinese Non-English Major Sophomores. Retrieved from http://www.diva-portal.org/smash/get/diva2:429132/FULLTEXT01.pdf

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
Received: 2/22/2021   
Accepted: 4/16/2021  
Published: 4/26/2021
https://orcid.org/0000-0003-0878-966X
https://dx.doi.org/10.24093/awej/covid.21

Dr. Muayad Abdulhalim Ahmad Shamsan is a Ph.D. holder in Applied Linguistics. He teaches courses in linguistics and translation at the University of Bisha, Saudi Arabia. His research interests include contrastive linguistics and translation studies. https://orcid.org/0000-0003-0878-966X

Jamal Kaid Mohammed Ali is currently an Associate Professor of Applied Linguistics at University of Bisha, Saudi Arabia. He received BA form Hodiedah University, Yemen in 2004, MA in Linguistics from English and Foreign Languages University, Hyderabad in 2008 and PhD  in Applied Linguistics from Aligarh Muslim University, India in 2012. Interested in Psycholinguistics, Sociolinguistics, Stylistics and Discourse Analysis. https://orcid.org/0000-0003-3079-5580

Taha Ahmed Hasan Hezam is an Assistant Professor of English for more than 10 years. He worked in many universities in Yemen and taught many courses in language and language teaching. He headed the Department of English at Taiz University for more than five years and supervised the Teacher-training Unit. He participated in developing the B. A. course-plan of  English Department at Taiz University, Yemen. He also participated in developing the B. A. and M. A. course plans of English Department at University of Bisha, KSA. He is now a supervisor of the E-learning and Distance Education Unit in  College of Arts, University of Bisha. https://orcid.org/0000-0001-5779-0574