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Vocabulary acquisition is treated as an accumulative process essential for comprehension, yet Saudi learners face persistent difficulties achieving the expected vocabulary level. Data from 85 male and female students compare strategy use with results from a vocabulary test and academic outcomes in a specialized course. Findings show high achievers apply strategies more evenly, while low achievers mainly rely on meta-cognitive and memory strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/efl-vocabulary-learning-strategies-used-by-saudi-arabia-university-students/588913/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/efl-vocabulary-learning-strategies-used-by-saudi-arabia-university-students/588913.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study focuses on the vocabulary learning strategies used by Saudi university EFL learners and how these strategies relate to their actual vocabulary level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many students participated, and how were their vocabulary levels assessed?",{"text":117,"@type":113},"A total of 85 male and female students took a vocabulary test to assess whether they had reached their desired levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategy patterns distinguish high achievers from low achievers?",{"text":121,"@type":113},"High achievers value all strategies more evenly, while low achievers concentrate primarily on meta-cognitive and memory strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588913,1792161462,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","DOI: 10.20535/2410-8286.202436  \nEFL VOCABULARY LEARNING STRATEGIES USED BY  \nSAUDI ARABIA UNIVERSITY STUDENTS  \nSahal R. Alshammari  \nNorthern Border University, Arar, Saudi Arabia  \n[alshammarisahal@gmail.com](alshammarisahal@gmail.com)  \nLanguage skills depend on the meaning of words and the knowledge of the subject/context. The meanings of words that shape the true understanding of contexts are needed to experience language as a real-life activity. College students in Saudi Arabia struggle to develop desired proficiency in the English language that is required to further advance in their academic endeavours. It has been observed that even the minimum vocabulary level is far to be realised as reality, which consequently has posed a challenge for the various stakeholders to find the most effective strategies for Saudi learners. The present study tries to unfold the basic components which are needed to be in order first before considering the other related factors. In this study, a total of 85 male and female students were asked first appear for the vocabulary test, required to assess if they have achieved their desired levels. Their academic achievement in the specialised vocabulary course and their achievement in the standardised test have been compared with their strategies for language learning. The differences in the responses ofthe high achievers and the low achievers observed and found that high achievers give importance to all the strategies equally well, whereas the low achievers just focus on meta-cognitive and memory strategies. The results open up new dimensions for the teachers as well as the learners to choose and implement the best practices suited as per their academic and non-academic needs. Besides this, the other stakeholders like material developers, curriculum designers, educators and trainers will also have a macro picture of inside and outside of classrooms so that they could narrow down on the associated elements (motivation, learners’ autonomy, socio-cultural contexts etc.) .  \nKeywords: vocabulary; EFL learners; L1 interference; vocabulary strategies; Arab learners.  \nIntroduction  \nThe literature of EFL learning in Saudi Arabia and Arab countries in general shows that very little progress has been made in the teaching of English to Arab learners (Ahmed, 2010; Alrabai, 2014, 2016; Alshammari, 2016; Doushaq, 1986; Elyas & Picard, 2010; Grami, 2010; Hashim, 1996; Mohammad & Hazarika, 2016; Rababah, 2002) . English is considered a foreign language in most of the Arab countries (e.g., Saudi Arabia) and second language in few countries like United Arab Emirates (UAE) and Qatar. This indicates that vocabulary acquisition is essential for learning a second language because learners do not have a chance to learn or use new vocabulary items outside their classrooms. Therefore, it is unexpected that L2 learners with poor vocabulary will have the desired ability to comprehend informal conversation (Ahmad, 2012; Alhaysony, 2012; Mohamed & Mahmoud, 2014) or a written passage in their academic or nonacademic endeavours (Al-Darayseh, 2014) .  \nOne of the problems L2 learners encounter is that vocabulary acquisition is not as expected to their levels. Vocabulary learning is an accumulative process wherein students’ vocabulary grows as the learners advance in their academic levels, so the students are expected to have sufficient vocabulary at the college level. Though different approaches have been suggested to teach vocabulary to L2 learners, the best means of achieving good vocabulary learning is still unclear (Schmitt, 2008, 2010) . There are several variables which influence vocabulary acquisition and cause difficulties in finding the most effective method of teaching vocabulary to L2 learners. For example, it is difficult to decide how much vocabulary is to be learned and the literature does not help in this regard as the results are contradictory (Bonk, 2000; Schmitt, 2000, 2008, 2010) . Moreover, the academic ","cbCaijaN9T20dSr9","https://ap.wps.com/l/cbCaijaN9T20dSr9","pdf",624188,11,"English","# Introduction\n## Vocabulary acquisition as a core requirement\n## Saudi context and learning difficulties\n# Vocabulary learning for L2 learners\n## Prior research and vocabulary competence","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on the vocabulary learning strategies used by Saudi university EFL learners and how these strategies relate to their actual vocabulary level.\"},{\"question\":\"How many students participated, and how were their vocabulary levels assessed?\",\"answer\":\"A total of 85 male and female students took a vocabulary test to assess whether they had reached their desired levels.\"},{\"question\":\"What strategy patterns distinguish high achievers from low achievers?\",\"answer\":\"High achievers value all strategies more evenly, while low achievers concentrate primarily on meta-cognitive and memory strategies.\"}]","EFL Vocabulary Learning Strategies Used by Saudi Arabia University Students | PDF",1792066182,28]