Abstract:
The main purpose of this research was to investigate students‟ Vocabulary learning strategies use of Eteya, Boru and Gonde Secondary Schools of grade 10 students. The research questions were aimed at investigating the types of Vocabulary learning strategies frequently employed by grade 10 students, examining factors that impeded the students‟ VLS and assessing teachers‟ techniques employed to help students use of appropriate vocabulary learning strategies during Vocabulary lesson.Participants of the study were 130 sample students out of 433 population, four EFL teachers and five English classrooms. To select the students from the target Secondary Schools, stratified random sampling was used. But to select English teachers comprehensive sampling was used while simple random sampling was used to select classrooms. The research design employed was descriptive survey design to obtain quantitative and qualitative data. Quantitative data was collected using student questionnaire and classroom observation. However, qualitative data was collected using semi-structured teacher interview. The collected data was analyzed with the help of descriptive statistical tools, such as, frequency, percentage and mean but to analyze the qualitative interview data thematic analysis, such as, narratives and statements were used. The finding of the study indicated that most students used determination vocabulary learning strategy, (like guessing from the text‟s context, and using dictionary).Besides, fewer students used social vocabulary learning strategy (for word consolidation, like interacting with fluent speaker). In addition, the factors that hinder students VLS were: Poor background EFL knowledge and learning experience, and Lack of motivation (attention) to use VLS.It was also obtained that among a wide range of vocabulary teaching techniques teachers used were definitions and synonymy. Based on the finding it was recommended that Students should be made aware that each student has his/ her own learning interests and should try to test and find a strategy that could fit to them. In addition, a single strategy cannot fully complete their demand of vocabulary learning.
