Using language learning strategies to enhance vocabulary learning in the Armenian EFL environment

Abstract

This study sets out to investigate if learners are aware of using learning strategies to enhance learning, and if strategy training is effective for improving vocabulary learning in the Armenian EFL environment. The study also aimed to discover what types of learning strategies learners use when learning new vocabulary. The research was carried out at the European Regional Academy of the Caucasus within a five-week period. The subjects were thirty-two second-year and third-year students. The language level of the subjects was upper-intermediate. Immediate post tests, a final test and a questionnaire were used for data collection. The first stage of the research was the development and operation of the strategy training courses in the classrooms. Four strategies were introduced to the students: word parts: roots, prefixes and suffixes; guessing from context; word associations and semantic mapping; and story making. Findings of this study indicate that strategy teaching had some impact on students, and strategies can be effective for individual learners. Results show that the strategy of analyzing word parts was quite effective for the Armenian learners. The questionnaire results show that to a strong degree the students are familiar with the learning strategies. The students admit that learning strategies helps them to improve their vocabulary. They also think that using words word parts, semantic mapping and word associations, and guessing from the context are effective and most useful strategies. Acknowledging the benefits of using language learning strategies, the majority of students wanted to continue using learning strategies to enhance their vocabulary learning.