Assessing Vocabulary Learning Strategies Used by High and Low Achievers at Arba Minch College of Teacher Education: The Case of Linear and Cluster English Major Student

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.