transcribed verbatim and then translated from Thai into English for the purpose of data analysis. The translated data was then analyzed. The results show two main purposes in employing strategies for dealing with vocabulary learning problems: 1) to discover... in language learning. Learners can significantly improve their language competence by developing their ability to use vocabulary learning strategies (VLSs). The present study primarily aimed at investigating how Thai university students deal with vocabulary

As vocabulary is a significant part of all English language skills, vocabulary learning strategies (VLSs) have played an important role in English language learning. The present study aimed to investigate the relationships between the use... and usefulness of VLSs as perceived by 72 English major students in a Thai university. The data were obtained from two research instruments: an adapted questionnaire from Schmitt’s (1997) taxonomy of vocabulary learning strategies and a semi-structured interview

The Oral Communication Strategy Inventory (OCSI) is a 62 item self-reporting questionnaire that has been used to assess communication strategy (CS) use across a number of different countries. The present study uses an adapted Thai translation... to identify which CSs are commonly used by Thai students and examine the relationship between strategy use and proficiency levels. The results of the study showed that message reduction and alteration and negotiation for meaning whilst listening were

for the Chinese EFL learners, and situational routines were easier than functional routines, and 3) three strategies: repeated reading, interpreting or translating, and weighing options or justifying responses, were used in the process of taking the test... competence test on routines in a Chinese EFL context with multiple choice discourse completion task (MDCT), 2) examine the statistical characteristics of the test, and 3) explore the test takers’ strategies used in the process of taking the test. Altogether

This study probed EFL learners’ negotiation of meaning and negotiation strategy in two unfocused and two focused tasks using a counterbalanced design. Each of the focused/unfocused tasks included one opinion-exchange and decision-making task type..., which resulted in four particular task conditions. To this end, 36 Iranian intermediate EFL learners majoring in English translation with an age range of 20–24 were invited to work together in groups to carry out tasks, with their voices recorded while