Abstract

Purpose: This study explores the vocabulary learning strategies employed by Palestinian EFL (English as a Foreign Language) university students, focusing on their popularity and effectiveness. Methodology: The study adopted Schmitt's (1997) questionnaire to analyze how 390 students use determination, social, memory, cognitive, and metacognitive strategies. Findings: The study found out that determination strategies, such as guessing meaning from context, were used more than others. It was also found that social strategies were the least frequently used strategies. Moreover, the results showed no significant difference in strategy use depending on gender. Such insights help in understanding the unique challenges that Palestinian learners encounter. Research implications: The results emphasize the significance of diverse and targeted instructional approaches to enhance vocabulary acquisition.