Exploring Vocabulary Learning Strategies: Use Trends and Insights from Baccalaureate Students

Abstract

One of the main challenges for Baccalaureate students is how to optimize their vocabulary acquisition. The best solution for tackling this problem is through the effective use of vocabulary learning strategies (VLSs). Therefore, this study examines the main strategies students utilize to learn vocabulary, the most and least frequently used VLSs, and the patterns of use among the student population. This study employs a mixed-methods approach, in which an 18-item rubric is adapted from Schmitt’s taxonomy to gather data from a sample of 114 participants representing 7 high schools in Fez, Morocco. Then a subset of 14 participants is interviewed to gain insights into the VLSs that Baccalaureate students employ to expand their vocabulary skills. The findings reveal variable use of the main strategies—determination, memory, cognitive, metacognitive, and social strategies—students leverage to acquire vocabulary. Further analysis indicates three frequency-based VLSs, including low-use, medium-use, and high-use strategies. In the end, the implications of these findings are outlined, and recommendations for future studies are provided.