Exploring vocabulary learning strategies among Bangladeshi higher secondary level students

Abstract

The aim of this study is to investigate the Vocabulary Learning Strategies utilised by higher secondary level students in Bangladesh. The study focuses on the vocabulary learning strategies of these students in both classroom and real-life settings, as well as the challenges they encounter while learning vocabulary. A qualitative study using multiple-case study approach has been conducted by selecting eight participants between two different colleges in Bangladesh. During the research, a vocabulary workshop has been conducted before the semi-structured interview. The workshop was conducted in two phases. At first, the students' vocabulary knowledge was assessed, and second, they were asked to recall vocabulary from a given word list through word matching exercise and short-free hand write up. Considering the findings, the researcher has identified that these participants make changes in their strategies used in different settings. In classrooms, they preferred memorisation, L1 to L2 translation, mnemonic strategies, and synonym-antonym usage to acquire vocabulary. On the other hand, for real-life settings, the most favored strategies were watching movies, using social media, and vocabulary learning apps, which helped them to learn words easily. Overall, the study explored the various strategies used by learners in different settings for effective vocabulary acquisition. During the vocabulary workshop, the participants faced some notable challenges, including spelling issues, difficulties in putting words in proper context, and problems with memorising and remembering words. The study’s outcome is crucial for English teachers who can know about the strategies and implement them in the classroom to help learners enhancing their vocabulary in an ESOL setting, like Bangladesh.