ASSESSING STUDENTS’ PERCEPTIONS AND PRACTICES OF VOCABULARY LEARNING STRATEGIES: THE CASE OF DEBRE ELIAS GENERAL SECONDARY AND PREPARATORY SCHOOL IN GRADE ELEVEN STUDENTS

Abstract

The purpose of this study was to assess students’ perceptions and practices of vocabulary learning strategies at Debre Elias Preparatory School. A descriptive research design with quantitative and qualitative data gathering method was used. Data were gathered from students. Qualitative data for the study were collected from students’ interview. Six Students selected for interview by using simple random sampling technique. Together quantitative data, questionnaires consists of two parts were used. Questionnaire was administered to 80 randomly selected students out of 520 total populations. The data from students’ questionnaire were analyzed quantitatively by using SPSS version 20 in descriptive statistics and presented by frequency, percentage, mean and grand mean latter interpreted by using mean value. On the other hand, data from students’ interview were analyzed qualitatively based on the thematic analysis. Findings of the study revealed that students learn vocabulary but they did not practice different vocabulary learning strategies. Students mainly gave emphasis on bilingual dictionary and asking classmates vocabulary learning strategies than other kinds of strategies in their vocabulary learning strategies such as antonym, synonyms, guessing from context, analyzing parts of speech, analyzing prefixes and suffixes, illustration, tree diagram, associating words creating mental image, using flash cards, using English media, discussing with peers and collocations learning strategies were almost neglected by students. Students’ perceptions to wards to vocabulary learning strategies also focuses on using bilingual dictionary and asking classmates were selected by students than other kind of strategies. The finding of this research showed that there was a significant correlation between students’ perceptions and their practices on vocabulary learning strategies. Since foreign language learning is mainly the result of acquiring sufficient amount of targeted language vocabulary, students should always practice different strategies while they learn new words.