Exploring Vocabulary Learning Strategies Across ESL/EFL Contexts: A Juggling between Experiential and Traditional Modes of Learning

Lubna Farhan Ali, Sajida Zaki


Though vocabulary learning strategies (VLS) have drawn continuous attention in SLA research in the past three decades, there remain many unanswered questions, many unknown caveats and many unexplored regions. Quite a few historical reviews of vocabulary learning strategies have been undertaken by researchers over the past years, tracing its growth over the years. However, no research until now has captured the VLS profile of learners from diverse ESL/EFL backgrounds and presented an analysis from a geographical point of view. This study aims to capture the VLS profile of the diverse learners and takes up the task of the geographical review of vocabulary learning strategies landscaping the VLS research over many countries. For this purpose, the researcher has chosen specifically the research happening in the backdrop of ESL/EFL contexts. Fourteen papers have been selected for review belonging to Philippine, Turkey, Algeria, Iran, Malaysia, Congo, China, India, Sudan, Libya and The Kingdom of Saudi Arabia. A detailed analysis reveals not only the juggling between the experiential and traditional modes of vocabulary learning but also the reasons behind the insufficient vocabulary size of the learners in myriad contexts.


ESL/EFL background, experiential and traditional methods, strategy research, vocabulary learning.

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DOI: http://dx.doi.org/10.22555/joeed.v6i2.2756


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This work is licensed under a Creative Commons Attribution 4.0 International License