Abstract:
This study was analyzed vocabulary learning strategies (VLS) used by grade 11 students in
private and government secondary schools in Dire Dawa Administration, focusing on Mahadal
Nur Private School and Laga-Hare Government School. The research aimed to identify
differences in vocabulary acquisition approaches between these two educational settings and
evaluate the effectiveness of various strategies. The study was guided by questions regarding the
types of vocabulary learning strategies used by students, differences in strategy usage between
private and government school students, and the strategies employed by male and female
students. A mixed-methods approach was utilized, including questionnaires from 242 students
(111 from the private school and 131 from the government school) and semi-structured
interviews with 24 students (11 private and 13 government).Key findings indicated that students
at Mahadal-Nur Private School used a broader range of vocabulary learning strategies, showing
higher engagement in determination, social, memory, cognitive, and metacognitive strategies.
Female students generally employed more effective strategies than male students. The study
highlights the need for improved vocabulary instruction in government schools and suggests
targeted training for teachers to enhance their teaching methods. This study contributes valuable
insights into vocabulary learning in Ethiopia and underscores the critical role of effective
teaching strategies in student success. By addressing the identified gaps in vocabulary
instruction, the study aims to foster better language education and equip students with essential
communication skills. The findings underscore the importance of implementing effective
educational practices to enhance vocabulary learning outcomes, particularly in government
schools.
