Vocabulary learning beliefs and strategies of Afghan EFL undergraduate learners

It is widely perceived that vocabulary learning is essential in second and foreign language acquisition. Vocabulary learning beliefs (VLB) and vocabulary learning strategies (VLS) are factors that affect both second language acquisition (SLA) and first language acquisition (FLA). This study investigated the vocabulary learning beliefs and vocabulary learning strategies of Afghan EFL undergraduate learners. The study used a random sampling design of a quantitative approach using a survey questionnaire. One hundred and twenty Afghan EFL learners from the English departments of three public universities in Afghanistan participated in the survey. Data were analysed through descriptive statistics (frequency and percentage). The results of the study indicated that Afghan EFL learners' beliefs are positive about vocabulary learning. The participants believe that repetition and reading are the best ways used to remember the words, expressions, and collocations. The study also showed that the majority of the participants used activation strategies, dictionary strategies, and guessing strategies. More than half of learners use memory strategies and almost half of them use metacognitive strategies. On the contrary, less than half of learners use notes-taking strategies. The findings of the study are essential for English language teachers to teach learners about the use of vocabulary learning strategies. Also, the findings of the study can help those who are interested in the use of vocabulary learning strategies in the Afghan context.

Automated summary

This study investigated the vocabulary learning beliefs and strategies of Afghan EFL undergraduate learners. The results showed that learners had positive beliefs about vocabulary learning, with repetition and reading being the most effective strategies. The majority of learners used activation, dictionary, and guessing strategies, while fewer used memory and metacognitive strategies, and even fewer used note-taking strategies. These findings are important for English language teachers and researchers interested in vocabulary learning strategies in the Afghan context.