Recognizing the importance of lexis and vocabulary learning strategies (VLS) in any language learning, this study tries to identify vocabulary learning strategies preferred by university students. The aim of this study was to identify the least and the most use of vocabulary learning strategies preferred by high, medium and low proficiency learners. Moreover, this study discussed the impact of their preferences on the acquisition of English vocabulary. Hence, the study used a quantitative method and the instrument used was survey questionnaire that was distributed to the students. Seven vocabulary learning strategies namely metacognitive regulation, guessing strategies, dictionary strategies, note-taking strategies, rehearsal strategies, encoding strategies, and activation strategies which was proposed by Gu & Johnson (1996) is adapted for the study. 283 semester two students from five diploma programs of Universiti Teknologi MARA, Perak were involved in the study. A vocabulary learning questionnaire adapted from Gu and Johnson (1996) was used to collect the data. Results showed that the students preferred to use guessing in context and dictionary strategies at the most; the other five namely metacognitive regulation, note-taking strategies, rehearsal strategies, encoding strategies, and activation strategies were less preferred. Thus, due to the lack of English proficiency incompetence, findings also showed that the students were only able to encounter new words and using the word without getting the word meaning or consolidating the word form and meaning in memory.
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In-Text Citation: (Zaidi et al., 2022)
To Cite this Article: Zaidi, A., Raslee, N. N., Karim, R. A., Awaluddin, F. A., Ghani, M. H. @Mohd, & Iksan, H. (2022). The Use of Vocabulary Learning Strategies by High, Medium, and Low ESL Proficiency Learners in Malaysia. International Journal of Academic Research in Business and Social Sciences, 12(10), 2092– 2105.
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