Abstract:
The main purpose of this study was to investigate vocabulary learning strategies
employed by high and low achiever students. Sixty respondents (thirty high and
thirty low achiever students who were attending grade 12 at Agaro preparatory
school in 2009 E.c. were involved in the study. The focus was to investigate
similarities and differences in using categories of English vocabulary-learning
strategies and types vocabulary learning strategies which are most frequently
used by high and low achievers. A five points Likert scale questionnaire adapted
from Gu and Johnson (1996) VLSs questionnaire, and interview Instruments were
employed. Data obtained through questionnaire were analyzed using SPSS
(version 22.0). The frequency and t-test were used to analyze the data. The
frequency was used to describe the information taken from the questionnaire. The
t-test (with significant difference level P<0.05) was applied to check if there was a
statistically significant difference between “high’ and ‘low’ achievers in using
each sub-category of vocabulary learning strategies while the data gathered
through interview were analyzed qualitatively. The finding shows that there were
differences and similarities between high and low achievers in vocabulary
learning strategy use. High achievers use more vocabulary learning strategies than
low achievers. Additionally, High and low achiever students in case of
memorizing the meanings and pronunciations of new words they have similar
patterns in using vocabulary learning strategies. The most frequently used
vocabulary learning strategies were found among the use of three categories
namely Cognitive, Memory, and Meta-cognitive strategies, between the high and
low achievers. There were no significant differences found in using social
strategies.
