To what extent do the strategies used by Saudi English teachers in teaching vocabulary match their students' expectations and what are the strategies students follow to learn vocabulary?

Introduction Chapter: (300 words)
What shall you write in the Introduction: (300 words) establish the research context and the theoretical basis- where you study fits- the problem and the research question, the research hypothesis, the significance (value) of the study.
Research Question: To what extent do the strategies used by Saudi English teachers in teaching vocabulary match their students’ expectations and what are the strategies students follow to learn vocabulary?
Theoretical significance of the study: According to my teaching experience in Saudi Arabia, it could be hypothesized that most Saudi learners are not strong enough in learning vocabulary. The reason could be, apart from living in an EFL context, that they are not using the most effective strategies to transfer vocabulary into long-tem memory. In this study, therefore, I will focus on the strategies that teachers and students use to teach and learn vocabulary as well as trying to figure out if teachers and students use suitable strategies to teach and learn vocabulary.
Practical significance of the study:
The aims of this study are:
1) to investigate the strategy of English vocabulary teaching that used by teachers.
2) to investigate the strategy of English vocabulary learning that used by students.
3) based on the findings, suggestions will be given to teachers to use strategies preferred by students.

Finding (Result) Chapter:
What shall you write in the Finding chapter: (450 words). Figure, tables, graphs (five at least) and/or descriptions. You should merely present the findings, highlighting/commenting upon anything unusual or surprising, the main trends, but without discussion at this point. Any visual should be numbered and titled.
Two different kind of questionnaires and two interviews are made to collect data. The First questionnaire is answered by 30 students, and the second questionnaire was answered by 10 English teachers. You need to present the finding based on these data (two questionnaires and two interviews).
Students questionnaire
This questionnaire is designed to collect information about the strategies used by students to learn new English vocabulary.

Before doing the questionnaire, please indicate how long you have been studying English.
1-3 years  4-6 years 7-9 years 10 years or more

Please tick (  ) in the box that describes the strategy you use to learn new English vocabulary.

Never
أبدا لا Sometimes
أحيانا Always
دائما Statements
الجملة
23 7 0 I use a monolingual dictionary.
استخدم قاموس أحادي اللغة ( انجليزي – انجليزي). 1
1 13 16 I use bilingual dictionary.
استخدم قاموس ثنائي اللغة ( انجليزي – عربي). 2
2 11 17 I re-write the word several times.
أكتب الكلمة عدة مرات. 3
1 14 15 I repeatedly pronounce the new word.
أنطق الكلمة عدة مرات. 4
1 21 8 I try to guess the word’s meaning from the context.
أحاول معرفة معني الكلمة من خلال سياق النص. 5
2 10 18 I ask my teacher to translate the word into Arabic.
اسأل المعلم عن معنى الكلمة 6
15 11 4 I analyse the root and the affix of the word.
أحلل أصل و السوابق و اللواحق للكلمة. 7

17
6
I link the word with synonyms and antonyms.
أربط الكلمة بمرادفات و مضادات لها. 8
2 18 10 I link the word with a picture in my mind.
أربط الكلمة بصورة في عقلي . 9
2 25 3 I practise the word in sentences.
أضع الكلمة في جُمل 10
6 14 10 I study the spelling of the word..
أدرس تهجئة الكلمة 11
15 9 6 I write down the word in a notebook.
أكتب الكلمات الجديدة في مذكرة خاصة. 12
10 14 6 I practise the word in a conversation with my classmates.
أستخدم الكلمة في محادثة مع زملائي في الفصل. 13
13 9 8 I learn the part of speech of the word
أدرس تصنيف الكلمة ( أسم – فعل – صفة … ). 14
0 10 20 I review vocabulary before the exam.
أراجع الكلمات قبل الاختبار. 15
0 19 11 I focus on studying vocabulary.
أهتم بدراسة الكلمات في اللغة الانجليزية. 16

TEACHERS QUESTIONNAIRE
This questionnaire is designed to collect information about the strategies used by teachers to teach new English vocabulary.
There are no right or wrong answers. It is aimed to find the most commonly used strategies by teachers to teach vocabulary.
Before doing the questionnaire, please indicate how long you have been teaching English.
1-3 years  4-6 years 7-9 years 10 years or more
Please tick ( ü ) in the box that describes the strategy you use to teach English vocabulary.

Never Sometimes Always Statements

5 4 1 I ask students to use a monolingual dictionary.
1
1 7 2 I ask students to use a bilingual dictionary.
2
3 1 6 I ask students to re-write the word several times.
3
0 3 7 I ask students to pronounce the word repeatedly.
4
0 3 7 I help students to guess the word meaning from the context.
5
0 8 2 I translate the word into Arabic.
6
2 6 2 I teach students how to analyse the root and the affixes of the word.
7
2 6 2 I relate the word to synonyms and antonyms.
8
1 5 4 I use pictures when teaching a new word.
9
0 8 2 I ask students to put the word in sentences.
10
1 4 5 I check word spelling carefully.
11

3
6

I encourage students to write down the words in a notebook.

12
4 4 2 I ask students to make a conversation with each other and use the new words.
13
0 7 3 I teach students Which part of speech the word belongs to
14
0 2 8 I test students on the vocabulary.
15
0 1 9 I focus on teaching vocabulary.
16

Please note the numbers in the boxes are the number of students and teachers who choose the statement.

Interview: Teacher 1
How long have you been teaching English?
9 years.
In your opinion, what is the position of vocabulary in English teaching? Why?
It is very important because it is the basis of language. Learners can communicate with others as long as they have a reasonable number of vocabulary. It might be that learners are producing sentences that are grammatically incorrect but still they can be understood.
In your opinion, what is the most difficult when teach vocabulary?
I think pronunciation is the most difficult one because there are sounds in English that are not found in other languages. So Learners would find it difficult to pronounce them even if these word remodeled by the teacher. e.g. it is unlikely that Saudi learners will be able to pronounce the V sound as Arabic language does not have this sound.
How do you teach vocabulary?
Teachers should get away from the traditional method in teaching languages, what I meant is that vocabulary should not be taught in isolation. Instead they can be taught in a context where learners would find it easier to understand and easy to remember.

Interview: Teacher 2 will upload as soon as possible

Discussion Chapter ( 600 words)
Discussion of finding, restatement of the research question and hypothesis, a summary of findings, the reasons for the findings, references to pervious studies/literature to support and contradict the findings, implications/consequences the findings, limitations of the study.
The limitation of the study:
– The participants are male students and teachers, there is no female participants.
– The number of participants are small and from one region.
– The participants may not say the truth.

Conclusion Chapter (300 words)
A summary of all of the study with emphasis on theoretical and practical applications of the research and recommendations as to the need for further research.

Practical significance of the study:
The aims of this study are:
1) to investigate the strategy of English vocabulary teaching that used by teachers.
2) to investigate the strategy of English vocabulary learning that used by students.
3) based on the findings, suggestions will be given to teachers to use strategies preferred by students.

Finally, if you use a reference please clearly indicate the book title and page number