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October 2014  \nCopyright © Australian International Academic Centre, Australia  \nExploring Vocabulary Learning Strategies Used by UPM  \nTESL Undergraduates  \nNur Hanisah Safian  \nUniversity Putra Malaysia  \nSharmila Malakar  \nUniversity Putra Malaysia  \nSeyed Ali Rezvani Kalajahi (Corresponding Author)  \nUniversity Putra Malaysia  \nE-mail: [ali.rezvani85@gmail.com](ali.rezvani85@gmail.com)  \nDoi:10.7575/aiac.alls.v.5n.5p. 1  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.1](http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.1)  \nReceived: 08/06/2014  \nAccepted: 10/08/2014  \nAbstract  \nVocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL) at University Putra Malaysia. There are five different categories of vocabulary leaning strategies determination, social, memory, cognitive and metacognitive strategies. Quantitative research design has been used in this study by providing a set of questionnaire of 58 items that was given out to 50 participants at the Faculty of Educational Studies in UPM. The findings of this research hope to help all educators to acknowledge the type of vocabulary strategies used by students in acquiring second language (L2) . Keyword: vocabulary learning, vocabulary learning strategies, Malaysian ESL learners  \n1. Introduction  \nRecently research on language learning strategies has received much attention in the field of education especially in learning the second language. Studies on language learning strategies actually started in the mid 1960. Subsequently, the past twenty years have seen increasingly rapid advances in the field of second language learning strategies (Wendenand Rubin, 1987; O'Malley and Chamot, 1990 and Oxford, 1990) . Nevertheless, Oxford (2003) defined language learning strategies as “specific actions taken by the learners to make learning easier, faster, more enjoyable, more selfdirected, more effective and more transferable to new situations”(p.8) .  \nBesides, researchers believe that in order to learn English effectively, learners need to ensure that the way they learn is appropriate and suitable in acquiring the target language. In addition, language learning strategies are directly or indirectly connected to the self direction to a great extends. Based on Cohen (1998) and McDonough (1999), learning strategies are choices made by the learners themselves in acquiring the target language. ‘Language learning strategies'form a sub class of 'learning strategies' in general whereas 'vocabulary learning strategies' constitute a sub class of language learning strategies.  \nVocabulary learning strategies (VLSs) are steps taken by the language learners to acquire new English words. Vocabulary is an important issue in language learning and an essential component in order to increase the proficiency in the second language acquisition. Vocabulary forms the biggest part of the meaning of any language, and vocabulary is the biggest problem for most learners. According to Schmitt (1997), vocabulary learning strategies are even more important in second language learning with the increasing nature of vocabulary acquisition and its emphasis on large exposure to the language.  \nIn this situation, vocabulary learning strategies (VLS) is one of the important language learning strategies which have received much attention lately. There are a wide range of different vocabulary learning strategies as demonstrated by the classifications of vocabulary learning strategies are proposed by different researchers (Stoffer, 1995; Nation, 2001; and Gu, 2003) . In addition, there is a wide-ranging inventory of vocabulary learning strategies developed by Schmitt in 1997.  \nHe categorized vocabul","cbCaihaeHlnsJ0Ja","https://ap.wps.com/l/cbCaihaeHlnsJ0Ja","pdf",132923,"English","# Abstract\n# 1. Introduction\n## Language learning strategies background\n## Vocabulary learning strategies (VLS) and classifications","[{\"question\":\"What is the main purpose of the study on vocabulary strategies?\",\"answer\":\"The study investigates the vocabulary language strategies used by Malaysian ESL students majoring in TESL at University Putra Malaysia.\"},{\"question\":\"Which categories of vocabulary learning strategies are included?\",\"answer\":\"The study examines five categories: determination, social, memory, cognitive, and metacognitive strategies.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"A quantitative research design was used with a 58-item questionnaire given to 50 participants among TESL undergraduates at UPM.\"}]","Exploring Vocabulary Learning Strategies Used by UPM - Research on Malaysian ESL TESL Undergraduates | PDF",1792067819]