The vocabulary learning strategies of multilinguals: the case of Arabic and English learners

Research on vocabulary learning strategies (VLSs) has mainly focused on learners of English as a second language. The aim of this study is to compare the VLSs of multilinguals in two of the languages they speak. It follows an explanatory sequential mixed-methods design. A total of 71 female multilinguals (foreign learners at a university in Saudi Arabia) took part in the study. They completed a VLS questionnaire reporting the frequency of VLS use both in Arabic and English. They also completed English and Arabic vocabulary size tests as rough estimates of proficiency. A sub-sample of the participants were interviewed (focused groups)to examine the factors that impact VLS use in both languages. Results showed that there was no effect of language on VLS use, with dictionary use being overall the most widely used VLS and self-initiation being the least used VLS. As estimated proficiency increased, the multilinguals used dictionaries and employed inferencing and self-initiation strategies more often. However, higher proficiency was associated with decreased use of notetaking. Interview results revealed that VLS use is often associated with learners' perception of the language and how they started learning it. We discuss findings in relation to implications for VLS training in multilingual settings.