التعلم المستقل في معرفة المفردات : استراتيجيات تعلم المفردات نموذجا

Abstract

The research aims to investigate the level of autonomous learning and vocabulary learning strategies employed by learners of the Arabic language subject (DTU 2022) at Kolej Universiti Islam Perlis (KUIPs), as well as their vocabulary knowledge. This research then discusses the relationship between these three research variables: autonomous learning, vocabulary learning strategies, and vocabulary knowledge, including the role of vocabulary learning strategies as a mediating variable in the relationship between autonomous learning and vocabulary knowledge. The research sample is 144 diploma-level students who are studying the Arabic language subject (DTU 2022). Three research tools were used to collect data which consisted of a questionnaire for autonomous learning, a questionnaire for vocabulary learning strategies, and an Arabic Vocabulary Diagnostic Assessment (AVDA). The data were analysed using SPSS to perform descriptive analysis, followed by partial least squares structural equation modelling (PLS-SEM) to test the research hypotheses. The results of the research concluded that learners of the Arabic language subject (DTU 2022) employ autonomous learning and vocabulary learning strategies to a high degree. However, their vocabulary knowledge is at an intermediate level. The results also showed a significant relationship between autonomous learning and vocabulary learning strategies. However, there is no relationship between (1) autonomous learning and vocabulary knowledge, (2) vocabulary learning strategies and vocabulary knowledge, and (3) autonomous learning and vocabulary knowledge mediated by vocabulary learning strategies. This research provides valuable insight into creating student-centered learning in Arabic through the use of autonomous learning and vocabulary learning strategies among these learners.