A Survey of Vocabulary Learning Strategies Used by Korean Students

Abstract

Studies of vocabulary learning strategies (VLS) rely on taxonomies and classifications of strategies created decades ago, but recent work suggests that this foundational work needs updating. This study presents data from an expansion of an earlier survey of university learners’ vocabulary strategy use and perceptions, this time among high school, university, and adult learner cohorts. The study provides information on strategies used often as distinct from strategies tried. The findings suggest that contemporary learners use more strategic variety than in the past. Strategies for meaning discovery are generally considered helpful. Dictionaries and technological tools for meaning discovery receive the highest marks, while social strategies are given the lowest. Strategies for vocabulary consolidation are widely used but not always viewed as helpful for vocabulary retention. Repetition and strategies for analyzing or remembering the sound and spelling are widely utilized, and strategies that actively integrate new vocabulary are seen as helpful. While differences in meaning discovery VLS use and perceptions of helpfulness for all strategies across age cohorts are small, the high school cohort reported significantly wider use of consolidation VLS than the older age cohorts. The university cohort and the adult learner cohort had more similar responses with regard to consolidation strategy use.