earticle

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The purpose of this study was to compare two learning strategies for EFL vocabulary in order to identify beneficial strategies in accordance with learners’ proficiency level. A total of 71 subjects at a secondary school were grouped in two intact classes. Upper and lower levels of students were all included to examine the differential effects of these strategies: the first strategy is using of a new word in sentences, and the other strategy is the written repetition. Several findings provide possible insight by comparing the two vocabulary learning strategies. First, both groups have showed steady progress, which implies the benefit of vocabulary learning strategy instruction. Second, the differential effects of the two learning strategies indicate that learning strategies should be encouraged in accordance with student’s level of proficiency. This study provides pedagogical implications that vocabulary learning strategy instruction is one of the major factors that teachers should pay attention to.