Innovation in Language Learning

This study investigates vocabulary learning strategies (VLSs), and their relation to vocabulary size among female EFL learners at Taibah University. The research employs a descriptive-correlational design to explore the types of VLSs most frequently used by learners, vocabulary size levels, potential differences based on academic disciplines, and whether there is a statistically significant relation between the overall VLS and the vocabulary size. The sample consist of 186 undergraduate EFL female students from four colleges at Taibah University (Humanities and Arts, Computer Science and Engineering, Science, and Business Administration) completed a Vocabulary Learning Strategies Survey (VLSS) based on Schmitt’s (1997) taxonomy and a shortened version of the Vocabulary Size Test (VST) by Nation and Beglar (2007). Key findings revealed the following: 1- EFL participants were high users of vocabulary learning strategies. Cognitive strategies were the most frequently used, followed by memory and determination strategies, while metacognitive and social strategies were less common. 2- Participants exhibited a moderate vocabulary size level, with the highest scores obtained by Computer Science and Engineering students. 3- No statistically significant differences in vocabulary size were found across disciplines, but statistically significant differences emerged in the use of social, cognitive, and metacognitive strategies. 4- There was no statistically significant correlation between the overall vocabulary learning strategies usage and vocabulary size level. Still, a statistically significant correlation was found between discovery strategies and vocabulary size among participants from the Computer Science and Engineering College. Recommendations highlight the necessity for targeted vocabulary instruction that aligns with learners’ academic backgrounds while emphasizing the importance of fostering autonomy in vocabulary learning. Additionally, it is essential to raise awareness of effective VLSs among students and educators, integrate strategy training into curricula, and design interventions tailored to meet the diverse needs of learners.