Abstract:
he purpose of this study was to assess students‟ perceptions, practices and challenges of vo cabulary learning strategies at Shinta Secondary School of grade 9 students. A descriptive re search design involving quantitative and qualitative data analyses approaches were employed.
The participants of the study were grade nine students and their EFL teachers. Data were gath ered through questionnaires, classroom observations and interviews. To fill out the question naire 73 students were selected using simple random sampling. Two EFL teachers for observa tion and interview were selected comprehensively, whereas seven students were selected for in terview using simple random sampling technique. Data from students‟ questionnaire were ana lyzed using descriptive statistics. Data from observation, and students and teachers interview
were analyzed qualitatively based on the thematic analysis. The findings of the study revealed
that students learn vocabulary but they did not perceive and practice different vocabulary learn ing strategies. Most of the students have positive perception and usually practice cognitive VLSs
(like note-taking), social VLSs (asking peers), and meta-cognitive VLS (paying attention to learn
new words when they learn) than other kinds of VLS. Determination and memory VLSs were al most neglected. The major factor that hinder students in practicing VLSs were: poor background
of English, the nature of the task designs, lack of awareness of VLS use, shortage of access to
best materials, lack of attention to VLS, the context in which words are used, and lack of ade quate support from their teachers. Based on the finding it was recommended that Students
should be made aware that each student has his/ her own learning interests and should try to test
and find a strategy that could fit to them and always practice different strategies while they learn
new words. And also EFL teachers should identify their students VLS use and train them on the
areas where they have problems
