An Investigation into Vocabulary Learning, Vocabulary Learning Strategies and Mind Mapping Use among Saudi Tertiary EFL Students

This thesis aims to explore a range of issues in learning vocabulary in one Saudi university. First, to explore learners’ attitudes towards vocabulary learning and vocabulary learning strategies (VLSs). Second, to examine the effectiveness of using the mind-map strategy on students’ achievement in learning different aspects of word knowledge. Furthermore, it aims to explore learners’ attitudes towards using the mind-map strategy as a vocabulary learning strategy. A mixed-methods design was used, with both qualitative and quantitative data collection methods. Semi-structured interviews were conducted with nine students from the experimental group in order to investigate their attitudes towards vocabulary learning and vocabulary learning strategies (VLSs). With regard to the quantitative method, pre and post-intervention tests were used to investigate the impact of mind map strategy on students’ learning vocabulary followed by semi-structured interviews to investigate students’ experiences of using mind map strategy in learning vocabulary during the intervention. The participants in the quasi-experimental study were 97 students divided into two groups; the experimental group consists of 50 students and the control group of 47 students. Qualitative data were analysed thematically, and quantitative data were analysed using descriptive and inferential statistical procedures. Qualitative findings indicated that students are aware of the importance of vocabulary, emphasising that vocabulary is essential for novice learners of English. However, the results showed that the participants lacked knowledge about word aspects. Most students just focussed on the meaning of the words when they learned new words. Furthermore, they faced difficulties and challenges in learning vocabulary. The results revealed that motivation and strategy training were two main factors that might affect students’ learning of vocabulary and strategy use. Moreover, it also showed that the participants were not very aware of VLSs and used a very limited number of VLSs, as they focussed mainly on using a bilingual dictionary and writing down the new words in a notebook. Statistical findings revealed that the experimental groups who were learning vocabulary through a mind map outperformed the students in the control groups who were learning the same words in the context of vocabulary instruction but using traditional techniques. Finally, the results of the qualitative findings revealed a positive attitude towards learning vocabulary via mind maps among participants. Based on the data analysis findings, the study offers several significant recommendations for further research and highlights implications for language teachers, students and curriculum designers