Griffiths, C. (2003). Language Learning Strategy Use and Proficiency: The Relationship between Patterns of Reported Language Learning Strategy (LLS) Use by Speakers of Other Languages (SOL) and Proficiency with Implications for the Teaching/Learning Situation. Doctoral Thesis, Auckland: University of Auckland.
http://researchspace.auckland.ac.nz

has been cited by the following article:

• TITLE: Identifying ESL Learners’ Use of Multiple Resources in Vocabulary Learning

  AUTHORS: Shamini Pavadai, Parilah M. Shah

  KEYWORDS: Vocabulary, Vocabulary Learning Strategy, Resources, English as Second Language

  JOURNAL NAME: Creative Education, Vol.10 No.13, December 24, 2019

  ABSTRACT: Vocabulary knowledge plays a vital role in a successful language acquisition. It is essential and a fundamental element in language learning since it is considered the basisof any ESL learners.Students face tremendous difficulties in learning English vocabulary and show an aversion towards learning vocabulary.The present work investigated the use of multiple resources in learning vocabulary. A survey was carried out upon thirty Year 6 pupils of a primary school in Selangor.The instrument used in this research was a questionnaire to collect quantitative data. The findings showed that learners used a variety of resources in acquiring vocabulary in the four major skills. The finding also revealed that learners are more open to other resources outside the classroom. The usage of new technology enhancestheir vocabulary learning and they do not rely solely on teachers.