AWARENESS AND USE OF VOCABULARY LEARNING STRATEGIES FOR VOCABULARY BUILDING AMONG BILINGUAL ESL LEARNERS IN PAKISTAN
DOI:
https://doi.org/10.18623/rvd.v23.n2.4237Keywords:
Vocabulary Learning Strategies, Esl Learners, Bilingualism, Pakistan, Strategy-Based InstructionAbstract
Vocabulary learning is a key component of second language acquisition, especially in multilingual contexts where learners shift across languages. This study examines the awareness, use, and conceptualization of Vocabulary Learning Strategies (VLS) among bilingual ESL learners in Pakistan, drawing on the direct and indirect strategy frameworks of Oxford (1990) and Schmitt (1997). Using a mixed-methods design, quantitative data using surveys were complemented with qualitative data using classroom observations in higher secondary schools. Findings show that learners have moderate awareness of direct strategies such as repetition and dictionary use, as well as limited understanding of indirect strategies like metacognitive planning, contextual inference, and self-monitoring. Teacher-centered, exam-driven practices underutilize the cognitive advantages associated with bilingualism. The present study recommends explicit strategy instructions, teacher professional development, and curriculum reforms to promote learner autonomy and strengthen vocabulary learning in Pakistani ESL classrooms.
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