Investigating Vocabulary Learning Strategies of ESL Undergraduate Learners in Karachi Pakistan
This research aimed to better understand how vocabulary is taught and learned in a variety of Pakistani classrooms. The primary purpose of this research was to employ VLS to evaluate the linguistic competence of undergraduate ESL students. The intended readers were undergraduates studying English as a Second Language or English as a Foreign Language at universities in Karachi, Pakistan. This study set out to debunk the idea that university ESL students lack lexical knowledge and reflectiveness despite having studied English for over ten years. Furthermore examined was the impact of VLS on the university experience of ESL graduates. The study also looked at how much knowledge undergraduate ESL students had of vocabulary acquisition strategies, how they felt about those strategies, and what effect those feelings had on their learning outcomes. With this in mind, the research took place in Karachi, a big city where the vast majority of students were urbanites whose first language was Urdu. The sample population was comprised of management personnel from four separate private organizations (English Non-major). The survey tool included the Vocabulary Teaching Strategy and the Vocabulary Learning Strategy, both of which focus on phonemic awareness. The survey included questions about techniques for increasing phonologically-aware vocabulary. However, the questions provided in VLSQ were prepared with the target demographic in mind. It was also taken into account that the target demographic was culturally and linguistically varied, with English serving as the common language of instruction. The researchers, with a focus on cultural diversity and the necessity of a method for learning the vocabulary of one's target second language, formulated the statements that make up the Vocabulary Learning Strategy, which include a focus on phonological awareness. SPSS, version 22, was used for the statistical analysis, and the study's findings were presented as means and percentages. The main results showed and indicated that the subjects did not have phonological awareness. Furthermore, the study suggested additional research into vocabulary acquisition methodologies in various educational contexts in Pakistan.
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