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Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners

Can learner autonomy be promoted through programmed teaching? To answer this question, a model of teaching vocabulary learning strategies programme, designed to help English as a Foreign Language (EFL) learners acquire autonomy in vocabulary learning, was developed and tested through an experimental...

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Main Authors: Khalifa, Salma H. M., Shabdin, Ahmad Affendi
Format: Article
Language:English
Published: Arab Society of English Language Studies (ASELS) 2016
Subjects:
LB2300 Higher Education
PE English
Online Access:http://repo.uum.edu.my/22255/1/AWEJ%207%201%202016%20140%20159.pdf
http://repo.uum.edu.my/22255/
http://www.awej.org/index.php?option=com_content&view=article&id=855:salma-h-m-khalifa-ahmad-affendi-shabdin&catid=63&Itemid=168
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spelling my.uum.repo.222552017-06-12T00:27:24Z http://repo.uum.edu.my/22255/ Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners Khalifa, Salma H. M. Shabdin, Ahmad Affendi LB2300 Higher Education PE English Can learner autonomy be promoted through programmed teaching? To answer this question, a model of teaching vocabulary learning strategies programme, designed to help English as a Foreign Language (EFL) learners acquire autonomy in vocabulary learning, was developed and tested through an experimental study conducted at a secondary school in Libya. The present paper discusses the results obtained from the study. The data was collected through pre-test/post-test, logbooks. The participating students were divided into two groups: experimental group and control group. The experimental group students were taught new English vocabulary items along with teaching them the methods to enrich them further on their own, while the control group students were taught only new vocabulary items.Comparison of pre-test and post-test results showed that experimental group participants made considerable progress in achieving autonomy in vocabulary learning. The results obtained are highly significant in Libyan contexts where English is taught as a foreign language and students largely depend on classroom teaching and teachers' support, which create problems for them in university level education. The findings of the study indicate that (i) learner autonomy can be induced; and (ii) autonomous learners acquire new vocabulary faster. The study was conducted at a small scale.The researcher suggests that if the same study is conducted at a larger scale, the results will hold better validity. Arab Society of English Language Studies (ASELS) 2016-03 Article PeerReviewed application/pdf en http://repo.uum.edu.my/22255/1/AWEJ%207%201%202016%20140%20159.pdf Khalifa, Salma H. M. and Shabdin, Ahmad Affendi (2016) Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners. Arab World English Journal (AWEJ), 7. pp. 140-159. ISSN 2229-9327 http://www.awej.org/index.php?option=com_content&view=article&id=855:salma-h-m-khalifa-ahmad-affendi-shabdin&catid=63&Itemid=168
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutionali Repository
url_provider http://repo.uum.edu.my/
language English
topic LB2300 Higher Education
PE English
spellingShingle LB2300 Higher Education
PE English
Khalifa, Salma H. M.
Shabdin, Ahmad Affendi
Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners
description Can learner autonomy be promoted through programmed teaching? To answer this question, a model of teaching vocabulary learning strategies programme, designed to help English as a Foreign Language (EFL) learners acquire autonomy in vocabulary learning, was developed and tested through an experimental study conducted at a secondary school in Libya. The present paper discusses the results obtained from the study. The data was collected through pre-test/post-test, logbooks. The participating students were divided into two groups: experimental group and control group. The experimental group students were taught new English vocabulary items along with teaching them the methods to enrich them further on their own, while the control group students were taught only new vocabulary items.Comparison of pre-test and post-test results showed that experimental group participants made considerable progress in achieving autonomy in vocabulary learning. The results obtained are highly significant in Libyan contexts where English is taught as a foreign language and students largely depend on classroom teaching and teachers' support, which create problems for them in university level education. The findings of the study indicate that (i) learner autonomy can be induced; and (ii) autonomous learners acquire new vocabulary faster. The study was conducted at a small scale.The researcher suggests that if the same study is conducted at a larger scale, the results will hold better validity.
format Article
author Khalifa, Salma H. M.
Shabdin, Ahmad Affendi
author_facet Khalifa, Salma H. M.
Shabdin, Ahmad Affendi
author_sort Khalifa, Salma H. M.
title Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners
title_short Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners
title_full Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners
title_fullStr Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners
title_full_unstemmed Autonomy in vocabulary learning: vocabulary learning strategies teaching programme for EFL Libyan learners
title_sort autonomy in vocabulary learning: vocabulary learning strategies teaching programme for efl libyan learners
publisher Arab Society of English Language Studies (ASELS)
publishDate 2016
url http://repo.uum.edu.my/22255/1/AWEJ%207%201%202016%20140%20159.pdf
http://repo.uum.edu.my/22255/
http://www.awej.org/index.php?option=com_content&view=article&id=855:salma-h-m-khalifa-ahmad-affendi-shabdin&catid=63&Itemid=168
_version_ 1644283466406166528
score 13.211869

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