Abstract:
This study aimed at investigating students’ use of vocabulary learning strategies of
preparatory school students Worie Preparatory School students and to answer three
questions. These are: what VLSs do EFL students use, how frequently these strategies
were used: and what were some of the factors that hindered students’ use of strategies as
frequently as possible. To achieve these objectives, the research targeted two data
sources: Worie Preparatory School students and teachers. Random sampling technique
was employed for selecting sample students population and teachers. The instruments
used to collect data were questionnaires and interview. Two sets of questionnaires were
used to identify the frequency of use. Besides, the questionnaires were used to find out the
major factors that hindered students’ use of VLSs as frequently as possible. The interview
was used to triangulate the data obtained through the questionnaire. The results indicated
that majority of the students used most of VLSs. To put the strategies are Social, Memory,
and Compensation, Affective, Cognitive and Meta-Cognitive strategies. Finally, the major
factors that hindered students’ use of these strategies are lack of awareness of VLSs for
English language learning, lack of self-encouragement to equip themselves with lexical
knowledge, lack of experience in using strategies, lack of EFL teachers support in
teaching strategies, fear of making mistakes and the influence of culture. As a result,
recommended that teachers should try for better achievements of the students through
using the vocabulary learning strategies as much as possible.
