Self-Regulated vocabulary learning strategies in ESL context: Evidence from the university of Gujrat

Abstract

The present study investigates variations in strategy use between high- and low-achieving English as a second language (ESL) students enrolled in the 2nd and 4th semesters of the Department of English at the University of Gujrat. Focusing on a relevant and specific sample across different levels of undergraduate study, this research provides an in-depth analysis of vocabulary learning strategies (VLS) in second language acquisition, identifies key patterns in learners’ strategy use, and offers practical recommendations for teaching and future research. The correlation between overall performance segment processes and vocabulary acquisition effectiveness has also been analyzed. A main desire for less difficult cognitive techniques is discovered through the findings, consisting of repetition and semantic association, over greater complicated strategies like idea mapping and spaced retrieval, highlighting a need for dependent approach instruction. Three key techniques clusters-metacognitive, cognitive, and emotional regulation- have been recognized, with metacognitive strategies playing a foundational role in powerful vocabulary acquisition.