فهرست مطالب abebaw dessalew

The specific purpose of this study was to examine the effect of vocabulary learning strategy training on university students’ vocabulary breadth knowledge and vocabulary depth knowledge. Experimental research design was employed. Both the control group (20 students) and the experimental group (20 students) sat for pre-tests and post-tests of vocabulary knowledge. In between the pre-tests and post tests, vocabulary learning strategy training was offered to only the experimental group. At the end, the results of the two groups were compared. The vocabulary learning strategy training was offered for 16 hours. The vocabulary strategy training material was produced by integrating the vocabulary lessons of Communicative English Language Skills I module of Ethiopia and the vocabulary learning strategies identified by Schmitt (1997) and renowned vocabulary books of various authors such as Oxford (1990), Nation (2001), Carter (1998) and TacaĆ (2008). Independent Sample T-test was computed on SPSS to examine if there was a statistically significant difference between the experimental and control groups. Paired Sample T-test was also run on the SPSS to see if there was a statistically significance difference between the pre and post mean scores of the students in the experimental and control group. Experimental group students scored better than control group students in vocabulary breadth knowledge test (statistically significant difference, p-value, .001; moderate effect size, Cohen’s d: .76). In addition, the students assigned to the experimental group scored higher than the control group in vocabulary depth knowledge test (statistically significant difference, p-value, .039; strong effect size, Cohen’s d: 1.80).