Vocabulary Learning Strategies Used by ESL Learners at Federal University Dutse, Jigawa State

Vocabulary knowledge is widely recognized as a central component of second language proficiency, and the strategies learners deploy to acquire and consolidate new lexical items significantly influence the rate and depth of their lexical development. This study investigates the vocabulary learning strategies used by undergraduate ESL learners at Federal University Dutse in Jigawa State, focusing on the relationship between strategy use, academic year, and self-rated vocabulary proficiency. A validated vocabulary learning strategy inventory was administered to two hundred and eighty undergraduates drawn from four academic departments, supplemented by semi-structured interviews with thirty participants representing different proficiency self-ratings. Strategy categories examined include determination strategies, social strategies, memory strategies, cognitive strategies, and metacognitive strategies. Results show that determination strategies, particularly using a dictionary and guessing from context, are the most frequently reported, while social strategies involving interaction with English-proficient peers are the least frequently used. Higher self-rated proficiency is significantly associated with greater use of metacognitive strategies including self-monitoring and planning vocabulary review, suggesting that awareness of vocabulary learning management distinguishes more successful from less successful learners. Academic year shows a significant effect only for cognitive strategy use, which increases between first and third year. The study recommends that English language courses at Federal University Dutse incorporate explicit vocabulary strategy instruction, with emphasis on metacognitive awareness. Keywords: vocabulary learning strategies, ESL learners, Federal University Dutse, Jigawa State, metacognitive strategies.