Part I

1. What is VocaBooster?

VocaBooster is a vocabulary self-learning Kit that helps learners boost their vocabulary learning by (1) introducing them to vocabulary learning strategies, (2) identifying their favorable Vocabulary Learning Strategy (VLS), and (3) providing a variety of resources based on their favorable learning strategies that help develop learners' vocabulary performance and support them with many targeted vocabulary activities. This kit introduces learners to vocabulary learning theory and Schmitt's Vocabulary Learning Strategies. It also includes a range of tasks, from investigating different dictionaries, understanding dictionary terminology, recording vocabulary, and using a range of digital resources and exercises. Thus, this toolkit aims at providing the learners with an entirely self-directed kit that may independently increase and develop their vocabulary gains.

2. What is Vocabulary?

According to Oxford Learner's Dictionary, vocabulary /vəˈkæbjəleri/, also vocab, means all the words in a particular language that people know or use when they are talking about a specific subject (Oxford, 2023). Putri (2022) defined vocabulary as a set of familiar words within a person's language. Novanti & Suprayogi (2021) classified vocabulary into expressive vocabulary (speaking) and receptive vocabulary (listening).

3. Vocabulary Learning and Language Learning

There are four language skills in English: Listening, Reading, Speaking, and Writing. These four skills are divided into two main categories: receptive and productive skills. Receptive skills, i.e., listening and reading, emphasize receiving information from an outside source (Simamora & Oktaviani, 2020). For instance, a literate person's vocabulary is all the words they can realize while reading, and this is generally the largest type of vocabulary because a reader tends to be exposed to more words by reading rather than by listening. Thus, a person's listening vocabulary is all the words they can realize while listening to an outside source (Oktaviani, 2021). On the other hand, speaking and writing are productive skills because the focus is on producing information (Sinaga &  Oktaviani,  2020). A person's speaking vocabulary is all the words they utilize while delivering a speech. Accordingly, the listening skill is likely to be a subset of the listening vocabulary (Ambarwati & Mandasari,  2020). As for writing skills, vocabulary can be used in various forms of writing, starting from formal academic essays to general social media feeds (Oktaviani & Mandasari, 2019; Putri & Aminatun, 2021). However, aiming to master those four skills, learners must have sufficient vocabulary (Putri, 2022), as vocabulary typically develops with age and serves as a useful and fundamental tool for communication and acquiring knowledge (Agustin & Ayu, 2021).

Vocabulary is one of the most challenging aspects of language learning. According to researchers, vocabulary is a crucial communication tool, and language learners confront their greatest obstacles while navigating this area. In this context, Kaya and Charkova (2014) stated that vocabulary is essential in language learning, and while a lack of appropriate grammar still conveys the information needed for communication, a lack of vocabulary hinders a person's communication abilities to a great extent. Therefore, vocabulary is critical for language learners since it remarkably affects their communication abilities, as conveying one's thoughts and feelings effectively may not be possible without a comprehensive vocabulary (Subon, 2016).

Thus, vocabulary learning has gained lots of interest for over two decades as enhancing students' vocabulary, whether L1, L2, or FL, has a significant role in their overall language learning and development process (Al-Khresheh & Al-Ruwaili, 2020). Consequently, having a wide range of vocabulary is crucial for effective communication, and both first and second language (L1/L2) researchers and educators agree that proficiency in vocabulary plays a central role in ensuring that learners become mature language users.

3.1 Vocabulary Learning Theory

Learning vocabulary is a repetitive process that takes time and effort. It has been claimed that you can learn 30-50 words a day, but the actual number of words you can learn in a day is 'zero' as the brain doesn't retain anything you learn in a day as long-term (Putri, 2022). In this context, Tseng & Poppenk (2020) reported that the brain has 6,000 thoughts a day on average, so aiming to remember a word you learned last week would be very challenging, especially if you haven't recalled it since then. As a result, most academics agree that you need to review a word repeatedly before a word is considered 'acquired.' Vocabulary language acquisition is the process in which you perceive and understand the vocabulary learned and produce and use these words in context for communication through speaking and writing (Lightfoot, 2010). Nation (2001) stated that mastering a new word definitely requires such abilities as form recognition (roots, pronunciation, spelling) and knowing its meaning. Also, learners need to know the word's specific grammatical properties, the ability to use it in certain contexts properly, and its functions (frequency and appropriateness). According to Schmitt (1997), Vocabulary Learning Strategies (VLS) play a crucial role in language learning due to their contribution to helping learners develop independent language competence and self-development.

3.2 Vocabulary Learning Strategies (VLS)

VLS aims at enhancing learners' understanding of vocabulary learning. According to Schmitt (2000), a vocabulary strategy is a method that seeks to facilitate and improve vocabulary learning, which many learners have effectively used to improve their programs. Such strategies are referred to as language-learning strategies, including activities that learners purposefully prefer to apply to improve their language-learning processes. These strategies may incorporate direct and indirect learning processes, which learners can use to obtain, store, retrieve, encode, rehearse, and use new vocabulary.

In this context, learners can create, manage, select, and use vocabulary learning strategies that suit and enable them to remember words using flashcards to obtain language skills and knowledge (which is classified as explicit learning) and reading extensively to surge their language skills and knowledge (which is classified as implicit learning). Consequently, successful learners must focus on some vocabulary learning strategies over others and utilize a variety of strategies in flexible ways to gain remarkably enhanced outcomes (Schmitt, 1997; Farjami & Aidinlou, 2013).

​​​​​​​3.3 Schmitt's VLS taxonomy

 

The following VLS model was developed from earlier models of language learning and vocabulary learning models, as vocabulary learning strategies cannot be developed in isolation because vocabulary learning strategies are interconnected with language learning strategies. In 1975, Rubin directed attention toward language learning strategies. Still, until 1997 there was no clear and complete taxonomy of VLS, and it was mentioned only as a part of language learning strategies.

Figure 1: Vocabulary Learning Strategies Taxonomy (Schmitt, 1997)

 

In 1997, Schmitt proposed a comprehensive list of VLS with reference to Oxford's (1990) classification scheme of language learning strategies. However, Schmitt expanded Oxford's classification by adding one more strategy and grouping all strategies under two categories of Discovery and Consolidation (see Figure 1). Schmitt's taxonomy (1997) has served as the base for later research on VLS due to its inclusiveness, with 55 strategies arranged under the subcategories.

 

 

 

According to Schmitt, Discovery strategies, which are used to define the meaning of new words, include Social strategies that employ interactions with others to enhance language learning abilities. On the other hand, Determination strategies help students discover new words and their meanings individually without depending on others.

 

Consolidation strategies are used to consolidate the meaning of new words, including metacognitive, cognitive, and memory strategies.

Memory strategies complement existing knowledge with new material. Cognitive strategies seek to transform or manipulate the learner's existing language knowledge and are close to memory strategies, except they are not centered on psychological processing strategies. Moreover, Cognitive strategies may include mechanical and repetition methods for studying vocabulary, such as word books, flashcards, and word lists.

A metacognitive strategy involves a conscious and mindful overview of the language learning process and requires learners to make decisions concerning evaluating, observing, or planning the best techniques for studying. They also determine which words should be learned, help make conscious plans, and determine effective learning methods. (Schmitt 1997; Abbassi, Hassaskhah, & Tahriri, 2018; Al-Khresheh & Al Ruwaili, 2020) (see Figure 2).