No.1 2.75 2.48
No.13 2.89 2.30
No.18 3.07 2.48
No.7 2.79 2.24
No.14 2.64 2.61
No.24 2.39 2.06
No.22 2.18 2.64
No.5 1.96 1.48
No.4 2.64 2.70
Compared with the low-score students, the high-score group are more likely to use the word-formation strategy, contextualization strategy, dictionary strategy and activation strategy. While learning vocabulary, the high-score students who enjoy a high level of English proficiency can positively analyze the word structure or the clues of the context to infer the meaning. For the low-score group, they are still quite puzzled by the complicated word-formation rules, let alone to use it to infer the word meaning. After the guessing of the meaning, the high-score group will consult the dictionary for accuracy. Usually they tend to go through the whole semantic items of the word to seek a comprehensive understanding of the word. However, the low-score students only consult the pocket English-Chinese dictionary for one Chinese meaning required, without consideration of other important semantic items. The high-score group use the activation strategy more frequently than the low-score students. Bearing deeply in mind that practice makes perfect, the high-score group use the newly-learned words in their composition or communication on purpose for it would deepen their understanding of the meaning and the usage of the word. On the contrary, for the low-score students, the words remembered are easily forgotten due to the lack of practice.
Surprisingly, of all the cognitive strategies, the low-score group employ exercise strategies and resource strategies more frequently than the high-score group students. In spite of their good intention to improve English vocabulary proficiency, the low-score students don’t witness much progress. In terms of doing exercises, what the low-score students focused on is quantity rather than quality. They tend to try their luck on the current examination system of multiple choices, which is not good for the mastering of vocabulary. The low-score group are more fond of using visual and auditory devices to learn English because radio and TV programs are entertaining. Nevertheless, due to the insolid foundation of vocabulary, the low-score group cannot catch the content of the programs, thus progress of vocabulary acquisition is not obvious. Unexpectedly, the high-score group uses rote memorization more frequently than the low-score group. In their mind, perhaps remembering words by repeating the words by alphabets orally or writtenly is the most straight-forward and direct way. Although having knowledge of vocabulary learning strategy, the high-score group also choose to expand their vocabulary by rote memorization.
2) The comparison in metacognitive strategies
Table 2 The comparison in metacognitive strategies
Metacognitive strategies
Number in the questionnaire The high-score group
Average mean score The low-score group
Average mean score
No.10 2.36 2.27
No.15 2.46 2.09
No.17 3.07 2.85
No.9 3.00 3.03
No.16 2.82 2.15
No.26 3.00 2.67
No.23 2.64 2.48
No.25 2.36 2.42
No.30 3.71 3.39
No.6 2.79 2.55
No.8 3.11 2.78
The data shows that of all the 12 sub-strategies in the metacognitive category, 10 of which are adopted by the high-score group more frequently, which suggests that the high-score group are better at executing learning process.
The high-score students employ the planning strategy, monitoring strategy, evaluation strategy and directed attention strategy more frequently than the low-score students. With learning objectives clearly in mind, the high-score group set up their short-term as well as the long-term vocabulary plans and force themselves to carry them out. As for the low-score group, they even cannot insist on the plan, let alone to carry it out. Consequently, they don’t like to make learning plans. What’s more, the high-score students have good habits of reviewing during examinations. After the tasks or tests, they tend to evaluate on themselves as well as their performance. As for the low-score group, they are so frustrated and disencouraged at the low score that they can not and will not give themselves factual evaluation. In addition, the high-sore students will continuously remind themselves to concentrate and direct their attention on the tasks. In their mind, success comes from a whole-hearted devotion to a task. While for the low-score students, they are usually absent-minded in class or during a task due to distraction.
3) The comparison in socioaffective strategies
Table 3 The comparison in socioaffective strategies
Socioaffective strategies
Number in the questionnaire The high-score group
Average mean score The low-score group
Average mean score
No.19 2.79 2.64
No.20 1.79 1.73
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