Dimensions of Vocabulary Learning Strategies and Integrated English Course Achievement

A Correlational Study

Abstract

In the literature of second language learning, studies have shown that the strategies learners employ to acquire and regulate vocabulary knowledge often influence their overall language learning process and classroom engagement.. However, research on the correlation between vocabulary learning strategies with measurable academic outcomes remains limited, particularly in Malaysian tertiary educational contexts. To fill in this gap of knowledge, the study adapts a new VLS instrument grounded in Bandura’s Social Cognitive Theory and supported by self-regulated learning frameworks to develop a Vocabulary Learning Strategies Questionnaire (VLSQ) that includes 41 items distributed across three significant dimensions including cognitive strategies, metacognitive self-regulation and resource management among 119 semester three undergraduates enrolled in an integrated English course. Results on the reliability analysis demonstrated excellent internal consistency for all three dimensions while descriptive findings revealed that cognitive strategies as the highest usage among learners, followed by metacognitive self-regulation and resource management strategies. Although correlation analysis further indicated strong positive relationships among all three strategy dimensions, no statistically significant relationship was found between vocabulary learning strategies and course achievement. The findings suggest that vocabulary learning strategies function as interconnected dimensions of self-regulated learning, yet their course achievement may be influenced by additional academic and contextual factors. The study contributes to the growing body of research on vocabulary learning strategies within Malaysian tertiary ESL contexts and provides pedagogical implications for strategic language learning instructions.