Developing EFL Students’ Vocabulary Learning Strategies in Northwestern Libya

Abstract

Lexical knowledge constitutes a fundamental component of language proficiency, facilitating both comprehension and expression. While grammatical competence is essential, vocabulary acquisition represents a primary challenge in foreign language learning, with lexical mastery being a stronger predictor of overall proficiency than grammatical knowledge alone. This study aims to investigate the vocabulary learning strategies (VLS) employed by EFL students in Northwestern Libya and identify challenges encountered during lexical acquisition. Employing a qualitative methodology, semi-structured interviews were conducted with five participants. Data were analyzed using thematic analysis. Findings indicate unanimous agreement among participants regarding the utility of VLS. Common strategies include dictionary consultation (focusing on pronunciation, meaning, and part of speech) and memorization techniques. Students also reported utilizing compensatory strategies such as paraphrasing or gesturing when encountering lexical gaps. However, challenges persist, notably in mastering pronunciation and orthography. This research offers pedagogical implications for enhancing professional development in EFL instruction.