A Study of Vocabulary Size, Competency, Learning Strategies, and Perceptions of Problems with Vocabulary Learning of Students with Learning Disabilities

Abstract

This research is a mixed method study that was designed to explore vocabulary size, knowledge, learning strategies, and problems with vocabulary learning of the students with learning disabilities. it investigtes the following key questions: (1) What are the vocabulary size and knowledge that LD students have? (2) What are the vocabulary learning strategies used by LD students? (3) What are LD students’ problems with vocabulary learning? Findings to the questions were from multiples data collection methods: vocabulary level test (2000 word level), vocabulary knowledge test, questionnaire and semi-structure interview. The investigation focused on students with learning disabilities, who were studying in grade 12 at Kasetsart University Laboratory School, Center for Educational Research and Development (KUS). The findings show that the participants have varied vocabulary level sized and none of them surpassed the satisfied level. For vocabulary knowledge, participants seem to perform well with productive spoken aspect; in contrast, have the lowest performance at Productive form and meaning aspect. Result from questionnaire shows that teachers play important role to them when they learn new words, as result of the mostly used strategy was to ask teacher to learn their new vocabulary. Moreover, participants often took note in class, but they rarely used mind mapping to memorize the vocabulary they had learned. Lastly, it was surprised that they decided to go for the class taught by English native teachers. The research results provided useful data for pedagogy implication concerning learners, teachers, policy makers and further research including a major implication of the study is that teachers should consider appropriate environmental arrangements, instructional materials and equipment, and scheduling to maximize LD students’ learning.