The impact of vocabulary learning strategy instruction on Libyan EFL teachers and learners

Rashed, Warda Ali Salem (2018) The impact of vocabulary learning strategy instruction on Libyan EFL teachers and learners. Doctoral thesis (PhD), Manchester Metropolitan University.

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Abstract

This study examines the impact of the teachability of vocabulary learning strategies (VLSs) on Libyan EFL teachers and students at university level. It investigates the extent to which instructing language teachers in how to integrate strategic intervention into regular classes impacts upon teachers’ and students’ use, promotion of the use, and perceptions of usefulness of vocabulary learning strategies. The empirical research in this area has been very limited, and the vast majority of studies have centred around examining the influence of strategy instruction on language learners’ achievements. Bearing this in mind, the present study provides an exciting opportunity to advance knowledge of the impact of direct teaching of VLSs on EFL teachers and students alike. The findings make an important contribution to literature in the field of vocabulary learning and teaching. The study recruited 109 participants, including 13 EFL teachers from two different university levels (Year 1 and 2) and two English language faculties at the Al-jabal Al-gharbi University in the cities of Tiji and Badr. The aims were 1) to identify the current situation in terms of VLSs known, promoted or used, 2) to design a strategy training programme for teachers and students, and 3) to trial and evaluate the effectiveness of the training programme on students’ and teachers’ use, promotion, and adoption of learning strategies. To achieve the research aims, three studies were carried out and two phases of training arranged. Teachers were targeted in the first phase, which was administered by the researcher and ran for a 2-week period, with students targeted in the second phase, which was carried out by trainee teachers, with the researcher’s guidance, for 10 weeks. Data for this research were collected using a multi-method approach in the form of VLS questionnaires, semi-structured interviews, observations, and an evaluation form. The quantitative and qualitative data obtained from the instruments were triangulated to allow for a more comprehensive understanding, as well as to render reliable conclusions. Microsoft Office Excel programmes, SPSS (Statistical Package for the Social Science), and a qualitative content analysis were used to analyse the data gathered. The results of the study reveal that the training had a positive impact on both the teachers’ and students’ attitudes, perceptions and adoption of VLSs. What is more, teachers and students showed an increased awareness of using/promoting the use of learning strategies even when the training had finished, which in turn indicates that the impact of VLS training has been durable.