ISSN: 2226-6348
Open access
Proficiency in vocabulary has been identified as the most critical skill for effective communication in foreign languages. Consequently, employing Vocabulary Learning Strategies (VLS) is essential for students to efficiently retain and apply new vocabulary. Recognizing the pivotal role of vocabulary and VLS in foreign language acquisition, this study addresses gaps in the existing literature regarding the use of VLS among university students learning Italian as a Foreign Language (IFL) in Malaysia. The research aims to identify the most and least utilized VLS by these learners and to evaluate their awareness of the diverse strategies available. Using a modified version of Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire, data were collected from 494 participants, predominantly non-advanced IFL learners. Participants rated their use of 65 individual strategies on a 5-point Likert scale, with the data analyzed through statistical methods. The findings indicate that learners were moderate users of VLS overall. Discovery strategies (Determination and Social) were the most frequently employed, followed by Consolidation strategies (Cognitive, Metacognitive, and Memory), with Consolidation-Social strategies being the least used. Popular strategies among participants included those involving technology, cross-linguistic applications, peer interaction, and rote learning. Conversely, strategies involving pictorial aids, deep cognitive processing, mnemonics, and metacognition were the least utilized. The study highlights several socio-educational factors influencing VLS use: (a) students' autonomous learning capabilities, (b) the multilingual context, (c) social-interactive teaching approaches, and (d) the need for targeted VLS training to boost students’ confidence and enhance their IFL vocabulary acquisition skills.
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