Abstract
This study aimed to explore the EFL vocabulary learning strategies applied by seven Taiwanese children at the elementary school level. The research data were collected by multiple methods and via various sources. The methods included (1) classroom observations, (2) the participants’ daily written records of vocabulary learning, (3) oral interviews, and (4) think-aloud protocols. The data were analyzed by following the procedures of the Constant Comparative Method (Lincoln & Guba, 1985). The identified vocabulary learning strategies were classified into three strategy categories—Metacognitive, Cognitive, and Social-affective (Chamot & Küpper, 1989). The findings of the study suggested that (1) when introducing vocabulary learning strategies to children, English teachers need to give direct and explicit instruction on the purposes and rationales of the learning strategies as well as how, why, and when those strategies can be applied; (2) Taiwanese children need to refine or develop the EFL vocabulary learning strategies of using dictionaries skillfully, taking notes of new vocabulary items, using vocabulary actively, and planning as well as organizing their vocabulary learning; (3) English teachers should devise various vocabulary assignments and appropriate vocabulary quizzes to encourage learners to develop and use different vocabulary learning strategies as well as to assess learners’ vocabulary learning more adequately; and (4) English teachers should help EFL learners to create opportunities to encounter and practice new English lexical items, as it is found that EFL learners have difficulty in seeking opportunities or partners to learn and practice English lexical items after their English classes.