Rashed, Warda Ali Salem (2018) The impact of vocabulary learning strat- egy instruction on Libyan EFL teachers and learners. Doctoral thesis (PhD), Manchester Metropolitan University. Downloaded from: https://e-space.mmu.ac.uk/620466/ Usage rights: Creative Commons: Attribution-Noncommercial-No Deriva- tive Works 4.0 Please cite the published version https://e-space.mmu.ac.uk THE IMPACT OF VOCABULARY LEARNING STRATEGY INSTRUCTION ON LIBYAN EFL TEACHERS AND LEARNERS WARDA ALI SALEM RASHED A thesis submitted in partial fulfilment of the requirements of the Manchester Metropolitan University for the degree of Doctor of Philosophy Department of Languages, Information and Communications Manchester Metropolitan University 2018 Table of Contents LIST OF TABLES ........................................................................................... 7 LIST OF FIGURES ........................................................................................ 9 LIST OF ABBREVIATIONS ......................................................................... 12 ABSTRACT .................................................................................................. 13 ACKNOWLEDGMENT ................................................................................. 15 DEDICATION ............................................................................................... 16 1.0 Introduction ................................................................................... 17 1.1 General background ...................................................................... 18 1.2 General compendium of Libyan education .................................... 19 1.3 Prosperity of education and achieving literacy for all .................... 20 1.4 Schooling system in Libya ............................................................. 21 1.5 Development of university schooling system ................................ 22 1.5.1 Al-jabal Al-gharbi University ...................................................... 23 1.6 Learning and teaching English in Libya ......................................... 24 1.7 Teacher training in Libya ............................................................... 25 1.8 Goals of the present research ....................................................... 27 1.9 Research questions, design, and hypothesis ................................ 27 1.10 Organisation of the thesis ............................................................. 29 2.0: Literature Review ............................................................................... 31 2.1 Defining terms ............................................................................... 31 2.2 Vocabulary importance ................................................................. 33 2.3 Language learning strategies (LLSs) ............................................ 35 2.3.1 Language learning strategies classification .............................. 37 2.4 Vocabulary learning strategies (VLSs) .......................................... 39 2.4.1 Classifications of vocabulary learning strategies....................... 41 2.4.2 Factors influencing the choice of VLSs ..................................... 49 2 2.4.3 Research on vocabulary learning strategies within an EFL context ...................................................................................... 51 2.5 Teaching language learning strategies ......................................... 55 2.5.1 Vocabulary instruction ............................................................... 56 2.5.2 Vocabulary teaching strategies (VTSs) ..................................... 59 2.6 Vocabulary learning strategy training (VLST) ................................ 62 2.6.1 Previous research in the field of strategy training ..................... 63 2.6.2 Vocabulary learning strategy training frameworks .................... 66 3.0: STUDY 1: Overview of the current situation ....................................... 72 3.1 Vocabulary learning strategy research methods ........................... 73 3.1.1 Vocabulary learning strategies questionnaire (VLSQ) .............. 74 3.1.2 Classroom observation ............................................................. 76 3.1.3 Semi-structured interview ......................................................... 78 3.1.4 Diaries ....................................................................................... 79 3.1.5 Think-aloud protocols ................................................................ 80 3.2 Study 1 population and location .................................................... 80 3.3 Ethical considerations ................................................................... 82 3.4 Study 1 instrumentation ................................................................ 83 3.4.1 Vocabulary learning strategies questionnaire (VLSQ) .............. 83 3.4.2 Classroom observation ............................................................. 86 3.4.3 Semi-structured interview ......................................................... 87 3.5 Pilot study...................................................................................... 87 3.5.1 The procedures for piloting instruments .................................... 88 3.5.2 Piloting the questionnaire .......................................................... 89 3.5.3 Piloting the interview ................................................................. 90 3.5.4 Piloting the observation ............................................................. 91 3.5.5 Pilot study results ...................................................................... 92 3 3.5.6 Drawbacks of the piloting .......................................................... 94 3.6 Study 1 analysis ............................................................................ 94 3.6.1 Study 1: quantitative data analysis, results and discussion ...... 95 3.6.1.1 Teachers’ VLSs questionnaire (TVLSQ) .......................... 100 3.6.1.2 Students’ VLSs questionnaire (SVLSQ) .......................... 112 3.6.2 Study 1: qualitative data analysis, results and discussion ....... 124 3.6.2.1 Open-ended questionnaire items ..................................... 124 3.6.2.2 Interview procedures and analysis ................................... 132 3.6.2.3 Observation analysis ....................................................... 146 4.0: STUDY 2: The VLST programme .................................................... 150 4.1 Strategy training .......................................................................... 151 4.2 Language choice ......................................................................... 154 4.3 Selection of strategies ................................................................. 154 4.4 Design ......................................................................................... 156 4.4.1 Teachers’ training phase ......................................................... 159 4.4.2 Students’ training phase ......................................................... 162 5.0: STUDY 3: trial and evaluate the training programme ....................... 164 5.1 Study 3 population ...................................................................... 164 5.2 Study 3: quantitative data analysis, results and discussion ......... 166 5.2.1 Results of questionnaire 1 (VLSQ1) ........................................ 167 5.2.1.1 VLSQ1: strategy use by experimental groups’ participants 169 5.2.1.2 VLSQ1: perceived usefulness by experimental groups’ participants ....................................................................................... 175 5.2.1.3 VLSQ1: strategy use by control groups’ participants ....... 185 5.2.1.4 VLSQ1: perceived usefulness by control groups’ participants 189 5.3 Strategy training programme ....................................................... 196 5.3.1 Results of questionnaire 2 (VLSQ2) ........................................ 200 5.3.1.1 Effects on frequency of promotion/use of VLSs ............... 200 4 5.3.1.2 Effects on perceived usefulness of VLSs ......................... 212 5.4 Comparison of VLSQ1, VLSQ2, and VLSQ3 results ................... 222 5.5 Study 3: qualitative data analysis, results and discussion ........... 233 5.5.1 The evaluation form ................................................................ 233 5.5.2 Study 3: Observation and semi-structured interview analysis . 237 6.0 Summary of major findings.......................................................... 244 6.1 Study 1 results: an overview of the current situation ................... 244 6.2 Study 3 results: trial and evaluation of the VLST programme ..... 247 6.2.1 Effect on teachers’ promotion and perceived usefulness of VLSs 248 6.2.2 Effects on students’ use and perceived usefulness on VLSs .. 249 7.0 Conclusion .................................................................................. 251 7.1 Research limitation ...................................................................... 254 7.2 Research contribution and implications ....................................... 255 8.0 APPENDICES ............................................................................. 257 8.1 Appendix 1: S1 teachers’ questionnaire (TVLSQ) ....................... 257 8.2 Appendix 2: S1 students’ questionnaire (SVLSQ) ....................... 261 8.3 Appendix 3: S1 students’ questionnaire (Arabic version) ............ 265 8.4 Appendix 4: Schmitt’s original questionnaire (SOQ) ................... 269 8.5 Appendix 5: Schmitt’s original questionnaire (SOQ) (Arabic version) 272 8.6 Appendix 6: Observation sheet ................................................... 276 8.7 Appendix 7: Teachers’ interview questions ................................. 280 8.8 Appendix 8: Students’ interview questions .................................. 281 8.9 Appendix 9: Students’ interview questions (Arabic version) ........ 283 8.10 Appendix 10: A letter of permission ............................................. 284 8.11 Appendix 11: A letter of permission (Arabic version) ................... 286 8.12 Appendix 12: Information sheet................................................... 287 5 8.13 Appendix 13: Consent form for participants ................................ 288 8.14 Appendix 14: Consent form for participants (Arabic version) ...... 289 8.15 Appendix 15: End of course evaluation form ............................... 290 8.16 Appendix 16: VLSs most and least promoted by teachers (S1) .. 291 8.17 Appendix 17: VLSs most and least used by students (S1) .......... 292 8.18 Appendix 18: Study 3’s VLSs questionnaire ............................... 293 8.19 Appendix 19: A sample of handouts distributed in S3 ................. 297 8.20 Appendix 20: A sample of training sessions conducted in S3 ..... 298 8.21 Appendix 21: Experimental groups’ results to VLSQ1 in frequency of use/promotion of VLSs ............................................................ 300 8.22 Appendix 22: Experimental groups’ results to VLSQ1 in perceived usefulness of VLSs ..................................................................... 302 8.23 Appendix 23: Students’ results in frequency of use [VLSQ1, VLSQ2, and VLSQ3] ................................................................... 304 8.24 Appendix 24: Students’ results in perceived usefulness [VLSQ1, VLSQ2, and VLSQ3] ................................................................... 305 8.25 Appendix 25: A sample of lesson plan ........................................ 306 8.26 Appendix 26: A sample of checklist ............................................. 308 8.27 Appendix 27: A sample of checklist (Arabic version) ................... 309 8.28 Appendix 28: VLSs most promoted/perceived usefulness by EG teachers (Study 3) ....................................................................... 310 8.29 Appendix 29: VLSs most used/perceived useful by EG students 311 REFERENCES .......................................................................................... 312 Word count 76,225 6 LIST OF TABLES Table 1: Type of study and data collection methods employed to answer research questions ............................................................................ 29 Table 2: Features of language learning strategies ....................................... 36 Table 3: Schmitt’s (1997) classification of VLSs .......................................... 45 Table 4: Number, gender, and distribution of S1 participants ...................... 81 Table 5: Reliability of the VLS questionnaire ............................................... 85 Table 6: Sample of the data gathered in the pilot study ............................... 92 Table 7: Categories of vocabulary learning strategies included in the VLSQ .......................................................................................................... 96 Table 8: Study 1: Mean (M) and standard deviation (SD) values of five VLSs categories .......................................................................................... 98 Table 9: Study 1: teachers’ age and years of EFL teaching ....................... 102 Table 10: Study 1: teachers’ results with regard to determination strategies ........................................................................................................ 103 Table 11: Study 1: teachers’ results with regard to social strategies .......... 105 Table 12: Study 1: teachers’ results with regard to memory strategies ...... 107 Table 13: Study 1: teachers’ results with regard to cognitive strategies ..... 110 Table 14: Study 1: teachers’ results with regard to metacognitive strategies ........................................................................................................ 111 Table 15: Study 1: students’ general demographic information ................. 113 Table 16: Study 1: students’ results with regard to determination strategies ........................................................................................................ 114 Table 17: Study 1: students’ results with regard to social strategies .......... 116 Table 18: Study 1: students’ results with regard to memory strategies ...... 118 Table 19: Study 1: students’ results with regard to cognitive strategies ..... 121 Table 20: Study 1: students’ results with regard to metacognitive strategies ........................................................................................................ 123 Table 21: Teachers' responses regarding the teachability of VLSs ........... 125 Table 22: Teacher interviewees’ information ............................................. 135 Table 23: A sample of the observation sheet used .................................... 146 Table 24: Training applications in the study ............................................... 157 7 Table 25: A sample of Study 3 questionnaire format ................................. 158 Table 26: Research timetable of teachers’ training phase ......................... 160 Table 27: Number and distribution of Study 3 participants. ........................ 165 Table 28: Overall averages in use and perceived usefulness in VLSQ1. ... 167 Table 29: VLSQ1: VLSs promoted/used by EG participants ...................... 170 Table 30: VLSQ1: perceived usefulness of VLSs by EG participants ........ 176 Table 31: VLSQ1: VLSs promoted/used by CG participants ...................... 185 Table 32: VLSQ1: perceived usefulness by CG participants ..................... 189 Table 33: Results of a Pearson correlation coefficient calculation between teachers’ and students’ responses .................................................. 195 Table 34: VLSQ1 and VLSQ2 results in frequency of use/promotion of VLSs: Experimental Groups ....................................................................... 201 Table 35: VLSQ1 and VLSQ2 results in frequency of use/promotion of VLSs: Control Groups ................................................................................ 207 Table 36: VLSQ1 and VLSQ2 results in perceived usefulness of VLSs: Experimental Groups ....................................................................... 212 Table 37: VLSQ1 and VLSQ2 results in perceived usefulness of VLSs: Control Groups ................................................................................ 219 Table 38: Comparison of teachers’ VLSQ1, VLSQ2 and VLSQ3 results in frequency of promoting the use of VLSs ......................................... 224 Table 39: Comparison of teachers’ VLSQ1, VLSQ2 and VLSQ3 results in perceived usefulness of VLSs ......................................................... 227 Table 40: Overall comparison of students’ prior, post and delayed- questionnaires ................................................................................. 231 Table 41: Examples of students’ VLSQ1, VLSQ2, and VLSQ3 results in frequency of use. ............................................................................. 232 Table 42: Examples of students’ VLSQ1, VLSQ2, and VLSQ3 results in perceived usefulness. ...................................................................... 232 Table 43: EG participants’ responses to question 3 on the evaluation form ........................................................................................................ 234 8 LIST OF FIGURES Figure 1: Kudo’s (1999) taxonomy of VLSs ................................................. 47 Figure 2: Ellis’s (1994) factors that affect the choice of VLSs ...................... 49 Figure 3: VLST framework for strategy instruction ..................................... 159 Figure 4: Initial DIS strategies use by EG participants ............................... 172 Figure 5: Initial CON strategies use by EG participants ............................. 174 Figure 6: Initial DIS strategies promotion and perceptions of usefulness by EG teachers. ................................................................................... 177 Figure 7: Initial CON strategies’ use and perceived usefulness by EG students ........................................................................................... 179 Figure 8: Initial DIS strategies perceived usefulness by EG participants ... 180 Figure 9: Initial CON strategies’ promotion and perceptions of usefulness by EG teachers. ................................................................................... 181 Figure 10: Initial CON strategies’ use and perceived usefulness by EG students ........................................................................................... 183 Figure 11: Initial CON strategies’ perceived usefulness by EG participants ........................................................................................................ 184 Figure 12: Initial DIS strategies’ results by CG participants ....................... 187 Figure 13: Initial CON strategies use by CG participants ........................... 188 Figure 14: Initial DIS strategies’ use and perceived usefulness by CG teachers........................................................................................... 191 Figure 15: Initial DIS strategies’ use and perceived usefulness by CG students. .......................................................................................... 192 Figure 16: Initial CON strategies’ promotion and perceptions of usefulness by CG teachers. ................................................................................... 193 Figure 17: Initial CON strategies’ use and perceived usefulness by CG students. .......................................................................................... 194 Figure 18: A sample of flash cards presented in the lesson ....................... 197 Figure 19: A sample of slides used in the VLST programme. .................... 198 Figure 20: EG teachers’ prior and post results in frequency of use of CON strategies ......................................................................................... 204 9