Abstract:
The main purpose of this research was assessing vocabulary learning strategies used by
high and low achievers at Arba Minch College of Teacher Education. The participants of
the study were second year English linear and cluster students. For this purpose, the study
investigated to understand whether there was relationship between high and low
achievers in using vocabulary learning strategies. The design of the research was mixed
and the sample population of the study were 44 (23 high and 21 low achievers). The
participants were chosen by purposive sampling techniques. The questionnaire was
adapted from Schmitt (2000) and three open ended questions were added to this.
Moreover, structured interview and vocabulary test were used to collect data from
students. Unstructured interview was used to collect data from teachers in order to
triangulate. Frequency, mean, standard deviation and independent T-test were used to
analyze the data. The frequency was used to interpret and discuss the data gathered by
questionnaire. Mean, standard deviation and T-test were used to understand the
significant difference between high and low achievers using vocabulary learning
strategies level at p<0. 05. The findings revealed that there were significance differences
between high and low achievers in using vocabulary learning strategies to learn language.
