Reporting Moroccan High School Students’ Attitudes Towards Vocabulary Learning Strategies: High Schools as a Case Study

This survey aims to explore the vocabulary learning strategies utilized by English students in high schools located in Oujda. Moroccan EFL learners actively participated in this study, contributing vital data that forms the crux of this paper. The study's population sample comprises 80 EFL learners, encompassing 34 males and 46 females, representing various academic levels (common core, 1st and 2nd baccalaureate), and diverse streams (physics, humanities, and science). Data collection involved the administration of a questionnaire. The collected data underwent analysis using SPSS, employing frequencies, percentages, and mean measurements to discern the most prevalent trends. The findings highlight discernible variations in the significance attributed to students' responses regarding vocabulary learning strategies. The research outcome indicates that, overall, students predominantly employed cognitive vocabulary strategies in the acquisition of English vocabulary (X=3.58). Additionally, social strategies (X=3.49), memory strategies (X=3.43), determination strategies (X=3.24), and metacognitive strategies (X=2.62) were also identified as significant contributors to the students' vocabulary learning approaches. This research provides valuable insights into the nuanced landscape of vocabulary acquisition strategies among EFL learners in the specified context.