Vocabulary learning strategies among Saudi EFL learners: a proficiency-level comparison using think-aloud protocols

This study aimed to investigate the differences in the vocabulary learning strategies (VLSs) employed by beginner and advanced Saudi learners of English as a foreign language (EFL). The research involved 60 participants who were equally divided between beginner and advanced proficiency levels. The data were collected using a demographic and background questionnaire, think-aloud protocols (TAPs) for real-time assessment of cognitive processes during vocabulary learning tasks, and semi-structured interviews for validation and deeper exploration of the TAP data. The findings revealed that the beginner learners predominantly relied on basic memory and cognitive strategies, such as repetition, rote memorization, and the use of bilingual dictionaries, which facilitated immediate results and foundational vocabulary building. In contrast, the advanced learners employed more complex strategies, including the use of monolingual dictionaries, contextual guessing, and morphological analysis, which promoted a deeper understanding and retention of new vocabulary words. Several factors that influenced VLS selection were identified: the beginners prioritized familiarity, lower cognitive load, and the need for tangible outcomes, whereas the advanced learners sought strategies that provided cognitive challenges and deeper comprehension. The study underscores the need for tailored pedagogical approaches to address the distinct strategy needs and preferences of EFL learners at different proficiency levels.