A COMPARATIVE STUDY ON VOCABULARY LEARNING STRATEGY USED BY GRADE 11 STUDENTS IN PRIVATE AND GOVERNMENT SCHOOLS: THE CASE OF MAHADAL-NUR AND LAGA-HARE SECONDARY SCHOOLS, DIRE DAWA ADMINISTRATION

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.