Vocabulary Learning Strategies in Correlation with Proficiency Level: a Case Study of Saudi Female Efl Students in College of Education, Riyadh, University for Girls

The predominant purpose of the this study is to provide an empirical account of the vocabulary learning strategies employed by Saudi female learners. Specifically, it aims at testing the hypothesis that the general English proficiency level may have a direct effect on the selection and use of vocabulary learning strategies that Saudi female learners use. Using two-phase sequential mixed method, this study has explored vocabulary learning strategies utilized by Saudi learners and mapped out the relationship between vocabulary learning strategies and the learners' general English proficiency level. The results reveal that there exists significant statistical correlation between the learners' selection of vocabulary learning strategies and their general English proficiency levels. Self-initiation and Selective Attention strategies, the two metacognitive strategies, emerged as correlating positively with the proficiency level. At the cognitive level, contextual guessing strategies and using linguistic cues in guessing, skillful use of dictionaries, note-taking strategies, using word lists were also positively related to the proficiency level