A Survey on VLS of International Program Bridging Course Students

Abstract

Research in the field of vocabulary learning strategies is continually developing. Therefore, it is important to include belief in one of the elements measured to provide recommendations for teachers and knowledge for students. This study explored vocabulary learning strategies among EFL learners at one of the private universities in Yogyakarta, Indonesia. The purpose of this study was to identify the vocabulary learning strategies of EFL learners that include belief, metacognitive, cognitive, and affective adopted by International Program (IP) students. The questionnaire adopted from Hadi and Guo (2020) includes four components: beliefs about vocabulary learning, metacognitive regulation of vocabulary learning, cognitive strategies of vocabulary learning, and affective strategies of vocabulary learning. The questionnaire was administered to 83 undergraduate students. The overall findings revealed that the most commonly used strategy is a cognitive strategy (M=3.65) because it is a practical and usable method that they can apply technically and with direct practice to increase their vocabulary and learning outcomes.