| dc.description.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. | en_US |
