Advances in Humanities Research
Vol. 4, 21 February 2024
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Exploring EFL Learners' Strategies for Vocabulary Acquisition: A Qualitative Case Study
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Abstract
In authentic circumstances, this qualitative case study explores vocabulary acquisition tactics used by English as Foreign Language (EFL) learners. The study investigates several methods impacted by individual learning preferences, cultural contexts, and exposure to real-world language use through in-depth interviews. The research is guided by two main goals: determining techniques in real-world settings and comprehending learners' assessments of their efficacy. The context of the study is Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah. The research paradigm chosen for this study was Qualitative. Population of the study was from the Department of English and Purposive Sampling was used. The results provide valuable perspectives for language education, highlighting the significance of context, interaction, and tailored methods in the growth of vocabulary. Our understanding of language acquisition dynamics is intended to be enhanced, and the study contributes to efficient language learning approaches by providing insights into instructional practices, curriculum design, and learner support measures.
Keywords
Vocabulary Acquisition, EFL, EFL learners, language acquisition, English language learning
References
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Data Availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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- Volume Title
- ISBN (Print)
- ISBN (Online)
- Published Date
- 21 February 2024
- Series
- Advances in Humanities Research
- ISSN (Print)
- 2753-7080
- ISSN (Online)
- 2753-7099
- DOI
- 10.54254/2753-7080/4/2024034
- Copyright
- 21 February 2024
- Open Access
- This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited