ABSTRACT

This study is an exploratory attempt to investigate what kinds of vocabulary learning strategies Advanced KFL students employ while engaged in a semester-long journal writing assignment. The assignment refers to a semester-long independent activity where each student is asked to prepare and maintain an individual vocabulary journal. In the journal, students are asked to record new words and to keep track of any strategy they employ to study target vocabulary. The study reports that a vocabulary journal writing assignment can be an effective tool to (i) assess and monitor students' L2 vocabulary learning processes, (ii) help them to be more autonomous in their vocabulary learning, and (iii) be aware of their learning process. However, the data illustrate that while some KFL students took active roles by employing diverse vocabulary learning strategies, most students still continued to rely heavily on a limited number of rote strategies.

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