Strategic Vocabulary Learning: Patterns, Preferences, and Implications

Abstract

In Pakistan, English is used as a medium of instruction, an official administrative language and a key to academic knowledge network. Although the strategic behavior and second language vocabulary learning relationship has been a topic of interest for researchers, very few systematic empirical studies have profiled the use of Vocabulary Learning Strategies (VLS) with respect to learner variables in the Pakistani undergraduate context. In the present study, this gap is filled in by using a quantitative, correlational, cross sectional research method with a sample of 117 undergraduate ESL learners from four universities (2 public and 2 private) of Karachi. The 10-item version of the Vocabulary Learning Strategies Questionnaire (VLSQ) was administered in 3 subscales (Memory, Cognitive, Metacognitive), and a self-rated proficiency measure. Four research questions were addressed exploring VLS frequency, coherence of subscales, variation in proficiency level and gender and institutional differences in moderation. Results showed a uniform moderate level of VLS on all items (M = 2.83–3.60) with Cognitive strategies slightly higher and Metacognitive strategies slightly lower with the highest variability and lowest mean score. The overall VLS use was significantly predicted by proficiency level, F(4, 112) = 2.72, p = .033; with a theoretical decrement in the Cognitive-Metacognitive gap between proficiency levels, from 0.39 for Beginners to −0.05 for Advanced learners. However, the results showed that there was no difference between the two genders and item type, indicating that the instructional culture for exams is the same for the sample. Nearly 40% revealed global strategic disengagement through a tertile classification type of analysis. The results have direct implications for reform of the strategy-based vocabulary instruction in the universities of Pakistan.