الفهرس 
Chapter 1: IntroductionOnly 14 pages are availabe for public view
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Abstract
The purpose of this study was to use selected vocabulary strategies to train Saudi female students on and determine their impact on enhancing their reading and writing achievement and their satisfaction with the training. The quasi-experimental design was utilized where two intact third year classes (N=40) in an Intermediate school were assigned to an experimental group and a control one. Four vocabulary learning strategies: semantic mapping, reviewing, guessing, and dictionary use constituted the basis of the training. Tools of the study included a pre/post English Language reading and writing achievement test and a satisfaction questionnaire.The results of this study indicated that the vocabulary strategies training program proved to have significant effect on the overall proficiency of students’ English language writing, reading comprehension, and vocabulary acquisition. Furthermore, students were satisfied with the strategy training .A set of recommendations and suggestions for further research were presented.
Keywords: vocabulary learning strategies, semantic mapping, reviewing, guessing, dictionary use, English language achievement, Saudi Intermediate stage.