An empirical studyof differences in the use of english vocabulary learning strategies: the case of high and low achiever students in agaro grade 12 preparatory school.

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.