INTRODUCTION
Background of the Thesis
English is the most widely spoken language globally, making it a crucial medium for educational resources from major institutions With the increasing globalization and the influx of foreign companies into Vietnam, the significance of English has become more pronounced Many countries incorporate English into their school curriculums, starting from a young age, and Vietnam follows this trend by making English a compulsory subject in schools Despite the extensive time and effort devoted to learning English, challenges remain for many learners.
Despite over a decade of English education, many students struggle with pronunciation and effective communication Mastery of a specific vocabulary is essential for successful interaction As noted by Wilkins (1972, p 111–112), this highlights the importance of vocabulary in language learning.
"Grammar alone is insufficient for effective communication, and without a rich vocabulary, expression becomes impossible Many students struggle to articulate their thoughts and emotions due to limited vocabulary In foreign language education, vocabulary is crucial as it connects the essential skills of speaking, reading, listening, and writing."
Mastering vocabulary is a significant challenge for students learning a new language To overcome this hurdle, language learners need effective instruction on understanding word meanings Vocabulary learning strategies are essential techniques that help learners acquire new words in a foreign language.
To increase learners' performance in language learning, vocabulary learning strategies should be included in language classes to tackle vocabulary learning challenges
Oxford (1990), Nation (1990), Nunan (1992), O'Malley and Charmot (1990) and others, wrote several books on learning strategies, while Nation (1982, 1990), Rubin and
Research by Thompson (1994), Schmitt (1997, 2000), and Taylor (1990) has explored vocabulary learning strategies, yet studies in Vietnam have primarily concentrated on the frequency of these strategies rather than their effectiveness Notably, the Faculty of English at the Banking Academy has not examined the practical usefulness of vocabulary learning strategies Therefore, this study aims to assess both the usage of these strategies and to identify which vocabulary learning strategies are deemed most beneficial by students.
Aim of study
The primary objective of this research is to identify the strategies employed by students to enhance their vocabulary acquisition and evaluate their effectiveness This study was conducted in response to two key research questions aimed at understanding these strategies better.
1) What is the frequency of use of each vocabulary learning strategy by English-majored students at Banking Academy?
2) What is the evaluation of the effectiveness of each strategy from the English- majored students at Banking Academy?
Scope of the study
This study focused on the vocabulary learning strategies employed by fourth-year English major students at Banking Academy, aiming to identify which strategies they find most effective Due to time and scope limitations, the research specifically targeted this group to gain insights into their learning approaches.
Method of study
Quantitative analysis was chosen as the primary instrument for analyzing the data obtained from the questionnaire in order to meet the study's objectives
Following the analysis and discussion of the data, several conclusions were formed with helpful suggestions for vocabulary learning and teaching.
Design of the study
The study is divided into 6 chapters:
Chapter 1 is the introduction which includes the introduction, aims of the study, the scope, the study method, and the design of the study
Chapter 2 is the literature review which is divided into 3 parts:
- The first part is the information about vocabulary, which includes the definition of vocabulary, the importance of vocabulary, and aspects of vocabulary knowledge
- The second part is an overview of language learning strategies, which includes definition and classification of LLSs
- The third part is an overview of vocabulary learning strategies, which includes the definition and classification of VLSs
- The final part is previous studies on vocabulary learning strategies
Chapter 3 is the methodology It includes the locale of the study, the participants, the methods of study, and research instrument
Chapter 4 is results and analysis
Chapter 5 is discussion and recommendation
LITERATURE REVIEW
Overview of vocabulary
Vocabulary has been defined in various ways by scholars, with a fundamental understanding being a list of words (McCarthy, 1990) Hatch and Brown (1995) describe it as a collection of words specific to a language or utilized by individual speakers Neuman & Dwyer (2009) emphasize that vocabulary encompasses the words necessary for effective communication Nguyen Bang and Nguyen Ba Hoc (2002) refer to vocabulary as a comprehensive term that includes all words, compound words, and expressions used in oral and written communication Linse (2005) adds that vocabulary consists of the words used by individuals, organizations, or professions Both the Online Oxford Advanced Learner's Dictionary and the Cambridge Dictionary define vocabulary as all the words a person knows and uses Importantly, vocabulary extends beyond individual words; it represents the total number of words in a language and the range of words known or used by a person (Hornby et al., 1984) Sheeler & Markley (2000) and Nandy (1994) further clarify that a word is a meaningful unit of sounds or letters, while vocabulary refers to the total number of words one can understand and utilize.
In summary, vocabulary encompasses words or groups of words that hold meaning and are utilized by speakers for effective communication.
Vocabulary is essential for mastering a new language, as it serves as a crucial link between the four fundamental skills: listening, speaking, reading, and writing According to Zarrin and Khan (2014), a strong vocabulary foundation is vital for effective communication and comprehension in language learning.
Vocabulary knowledge is fundamental to language competency, serving as the foundation for essential skills such as speaking, listening, reading, and writing Both 2002 and Nation (2011) emphasize the critical role of vocabulary in the learning process Mastering vocabulary is vital for success in all aspects of English language learning, whether in ESL (English as a Second Language) or EFL (English as a Foreign Language) contexts.
Research by Hu & Nation (2000), Laufer & Ravenhorst-Kalovski (2010), and Schmitt et al (2011) indicates that learners need to understand 95 to 98 percent of the vocabulary in a written text to achieve adequate comprehension Insufficient vocabulary knowledge can lead to significant challenges in acquiring a foreign language Meara (1980) and Nation (1990) emphasize that students often attribute their difficulties in both receptive and productive language use to a limited vocabulary.
Barra (1995) emphasizes that adequate word knowledge is essential for learners to fully understand a book This suggests that comprehension in a language is largely influenced by the number of words a learner knows Additionally, sufficient vocabulary is crucial for readers to grasp the meaning behind a writer's message, as understanding most of the words in a text is necessary for effective comprehension.
Vocabulary is essential for measuring a student's oral proficiency and is a crucial tool for foreign language learners, as limited vocabulary can impede effective communication (Cardenas, 2001; Alqahtani, 2015) Wilkins (1972) emphasizes that while grammatical accuracy is important, it is the vocabulary that enables meaningful expression; without vocabulary, communication is virtually impossible Scholars such as Laufer and Nation (1999), Maximo (2000), Read (2000), and Gu (2003) further support the notion that vocabulary knowledge is foundational to language learning.
Vocabulary acquisition is essential for effective second language use, significantly influencing the creation of spoken and written texts To convey ideas or thoughts, individuals must have a diverse vocabulary to choose from As noted by Lewis (1993), students prioritize carrying dictionaries over grammar books while traveling, highlighting the importance of vocabulary in real-world communication.
Vocabulary knowledge plays a crucial role in listening comprehension, as highlighted by Ufuk Ataş (2018) Research indicates that a 5000-word frequency is the most significant predictor of variations in listening comprehension, particularly in English as a Foreign Language (EFL) contexts The positive correlation between vocabulary size and listening comprehension underscores the importance of identifying the necessary vocabulary range for effective listening skills Nation (2006) suggests that a vocabulary of 6000-7000 word families is essential for achieving good listening comprehension.
Successful writing relies heavily on having a strong vocabulary, as noted by Brynildssen (2000), emphasizing the importance of not just recognizing words but also understanding their proper usage Ediger (1999) further supports this idea, stating that a diverse selection of words is essential for conveying precise meanings in both speaking and writing.
Effective written communication relies on a rich vocabulary and strong language skills, as emphasized by Corona, Spangenberger, and Venet (1998) Their assertion highlights the importance of language arts in enhancing clarity and impact in writing at any level.
The importance of vocabulary has been confirmed in many different studies and books Vocabulary is considered as the soul of a language, to master a language, learning vocabulary is indispensable
In general, vocabulary can be classified in various ways according to different criteria Below are the most common ways of classifying vocabulary
1.3.1 According to the concept of morpheme
According to Mc Cathy (1990), words can be categorized into three types: simple words, derived words, and compound words Simple words consist of a single root morpheme, such as "dog," "bed," "drink," and "sleep," serving as foundational elements for forming compound and complex words Derived words contain one root morpheme along with one or more affixation morphemes, exemplified by terms like "boyish," "bookish," "hopeful," and "unhappy." Lastly, compound words are formed from at least two root morphemes, with or without affixation, including examples like "football," "toothbrush," "starfish," and "cupcake."
Vocabulary can be categorized into two main types: notional words and functional words Notional words possess lexical meanings and constitute a significant portion of a speaker's vocabulary, naming objects, actions, and qualities, including nouns (e.g., tree, apple), verbs (e.g., run, teach), adjectives (e.g., happy, sleepy), and adverbs (e.g., happily, sleepily) In contrast, functional words have grammatical meanings that depend on their relationship with other words, including particles, articles, and prepositions, such as a, an, and from.
1.3.3 According to the sequence of use
The frequency of word occurrence can be categorized into high frequency and low frequency words High frequency words, such as "and," "the," and "it," appear frequently in written material and, while they hold little meaning individually, they significantly contribute to the overall meaning of sentences Conversely, low frequency words are rarely used and often pertain to specific contexts or fields, such as "rogue," "gloaming," and "dale." These words may appear multiple times in a text, but readers are unlikely to encounter them frequently in everyday language.
1.3.4 According to the use of words
Prominent researchers in vocabulary knowledge, including Laufer & Paribakht (1998), Read (2000), Henriksen (1999), Schmitt (2014), and Nation (2001), categorize it into two types: receptive and productive vocabulary Receptive vocabulary refers to words that learners recognize and understand while reading or listening, enabling them to comprehend texts without necessarily using those words in speaking or writing Instruction often involves teachers providing word meanings and examples, focusing on spelling and pronunciation (Nagy, Anderson & Herman, 1987; Webb, 2005) In contrast, productive vocabulary consists of words that learners can actively use in speech and writing, allowing them to express their thoughts and feelings clearly (Webb, 2005).
9 deemed as the ability to recover the structure and meaning (Laufer et al, 2004; Webb,
2008), or to pass on the word as in the original learners’ language (Webb, 2009) Laufer
Overview of language learning strategy
2.1 Definition of language learning strategy
Since the 1970s, there has been a major surge in research into language learning techniques, as these categories play a variety of crucial functions in language learning
In the realm of second or foreign language acquisition, researchers examine how learners assimilate new information and the methods they use to understand and recall it Notably, some learners demonstrate greater effectiveness in language learning despite identical teaching methods and environments (Stern, 1975; Rubin, 1975; Naiman et al., 1978) Understanding language learning strategies is crucial, as various experts have defined these strategies from multiple perspectives Wenden (1987) describes language learning strategies as behaviors related to understanding and managing the meaning of a second language, incorporating cognitive theories about learners' strategic knowledge and affective theories regarding motivation and attitudes.
Research by O'Malley, Chamot, and colleagues highlights 11 perspectives that can enhance language acquisition, categorizing language learning strategies into metacognitive, cognitive, and social-affective types These strategies involve planning, self-monitoring, and evaluating one's learning process Rigney and Rubin define these strategies as actions and approaches that assist learners in their language studies Additionally, Oxford emphasizes that effective language learning techniques encompass cognitive, emotional, and social aspects, ultimately boosting learners' competency and self-confidence.
Language learners employ diverse strategies to enhance their reading and writing skills By adopting effective language learning techniques, they can achieve success in these activities (Richards, 1994).
2.2 The classification of language learning strategy
Language learning strategies can be classified in various ways, with O'Malley et al (1985) identifying 24 strategies used by English as a second language learners in the U.S., categorized into Metacognitive, Cognitive, and Socio-affective strategies Another classification by Oxford (1990) differentiates between direct strategies, which include Memory, Cognitive, and Compensation strategies, and indirect strategies, encompassing Metacognitive, Affective, and Social strategies Each category contains several subscales, highlighting aspects of learning strategies that relate to communicative competence and promote learner autonomy.
Language learning strategies, as described by Oxford & Crookall (1990, p.37), encompass various essential elements Firstly, they emphasize the increased role of teachers in guiding learners Secondly, these strategies are problem-oriented, addressing specific challenges faced by learners Additionally, they consider unique behaviors exhibited by learners and incorporate multiple aspects of their cognitive processes Moreover, effective strategies support learning both directly and indirectly, although not all outcomes are immediately observable Importantly, these strategies are teachable and flexible, adapting to different learning contexts Finally, they can be influenced by a variety of factors, highlighting the complexity of the language learning process.
Effective learning strategies, regardless of their specific names, enhance the efficiency and effectiveness of the learning process, particularly in acquiring a second language According to Oxford (1990), these strategies can be classified into two main categories: Direct and Indirect strategies, which contribute to greater proficiency and competence in language learning.
Learning strategies are defined by O'Malley and Chamot (1990) as the specific ideas or behaviors that aid students in understanding, remembering, and retaining new material Oxford (1990) offers a widely cited definition, describing language learning strategies as specific actions that learners employ to enhance the learning process, making it simpler, quicker, more enjoyable, self-directed, successful, and applicable in various contexts.
Overview of vocabulary learning strategies
3.1 Definition of vocabulary learning strategy
Vocabulary learning strategies (VLSs) are a crucial component of language learning strategies, gaining prominence since the 1970s Numerous scholars have explored and defined VLSs extensively According to Rubin (1987), as referenced by Schmitt (1997), learning strategies encompass the processes of obtaining, storing, and retrieving information, indicating that VLSs include any methods that influence these processes.
13 broadly-defined process VLSs are essentially a set of ways and strategies that language learners use intentionally and purposefully on their own to develop and increase their vocabulary knowledge
3.2 Classification of vocabulary learning strategy
Vocabulary learning strategies (VLSs) are a key component of language learning strategies, with extensive research on their definitions since the 1970s Oxford (1990) categorizes these strategies into direct strategies—memory, cognitive, and compensation—and indirect strategies—metacognitive, affective, and social Gu and Johnson (1996) expand on this by listing various VLSs, including beliefs about vocabulary learning, metacognitive regulation, guessing, dictionary use, note-taking, memory, and activation strategies, which can be divided into metacognitive (planning, monitoring, evaluating) and cognitive strategies (attention, rehearsal, production) O’Malley and Chamot (1990) further classify learning strategies into three groups: metacognitive, cognitive, and social/affective strategies.
Schmitt (1997) adapts from Oxford (1990) classification of vocabulary learning strategies Strategies were classified into two categories: discovery and consolidation
In language learning, discovery strategies enable students to grasp the meanings of new words upon first encounter, while consolidation strategies reinforce this understanding through repeated exposure The discovery group encompasses determination and social strategies, whereas the consolidation group includes cognitive, metacognitive, memory, and social strategies Notably, social strategies are applicable to both groups, highlighting their versatility in vocabulary acquisition.
Nation (2001) cited in Al- Fuhaid (2004) devises a taxonomy for L2 VLSs which is based on three aspects of L2 vocabulary learning: (1) aspects of vocabulary knowledge,
Nation's taxonomy identifies three key components of vocabulary knowledge: sources, learning processes, and strategies These strategies encompass planning vocabulary acquisition, discovering information about words, and solidifying understanding through various processes.
Effective language learning strategies involve determining where and how to direct attention, as well as the frequency of focus on specific items This includes selecting relevant vocabulary aligned with learning goals, which distinguishes proficient learners who utilize lists of high-frequency words and academic vocabulary (Gu and Johnson, 1996; cited in Nation, 2001) Additionally, learners should not only focus on word meanings but also consider other dimensions of word knowledge for comprehensive language use Choosing the right strategy from available options and knowing when to switch strategies is crucial Lastly, implementing spaced repetition techniques for revisiting previously learned vocabulary enhances retention and mastery.
In Nation's (2001) taxonomy, the second general class of vocabulary learning strategies (VLSs) involves finding information about L2 words through four key sources: analyzing word parts such as affixes and stems, utilizing context, consulting reference materials, and drawing parallels with other languages The third class emphasizes establishing vocabulary knowledge, which is centered on the retention of L2 words and ensuring their accessibility for practical use.
Effective vocabulary acquisition involves three key strategies: noticing, retrieving, and generating Noticing entails recognizing new words as essential items for learning, which can be facilitated through methods such as vocabulary networks, word lists, word cards, and semantic grids Retrieving involves recalling words that have been previously encountered, a process that can occur across various language skills, including receptive and productive, oral and visual, as well as in both contextualized and decontextualized settings.
The current study is grounded in Al-Fuhaid's (2004) analysis, which utilizes the Vocabulary Learning Strategies (VLS) classifications established by Schmitt (1997) and Nation (2001) Schmitt's comprehensive taxonomy of VLSs serves as a foundational framework, while Nation's taxonomy is particularly relevant as it emphasizes the significance of direct learning in acquiring second language (L2) vocabulary.
Al-Fuhaid (2004) has revised Schmitt's (1997) vocabulary learning strategies (VLSs) taxonomy by reorganizing it into three categories: metacognitive, discovery, and consolidation strategies This new classification distinguishes metacognitive strategies as an independent category, highlighting their broader applications beyond mere consolidation These strategies not only aid in vocabulary acquisition but also facilitate discovery, enable planning and evaluation of vocabulary learning, and enhance awareness of VLSs and the intricacies of second language vocabulary learning.
Metacognitive strategies (MET) empower students to plan, monitor, and evaluate their learning processes effectively As outlined in Schmitt's (1997) taxonomy, these strategies enable learners to manage and assess their own educational journeys comprehensively Rasekh and Ranjbry (2003) highlight the positive influence of metacognitive methods on vocabulary acquisition among EFL learners Additionally, Hedge (2000) emphasizes that language learners take an active role in overseeing their language-learning experiences.
Learners gain autonomy in their education by actively participating in planning, goal-setting, and evaluating their learning strategies, independent of a language instructor Schmitt (1997) identifies metacognitive strategies that enhance language acquisition, such as engaging with English-language media like songs and movies, self-testing with vocabulary quizzes, employing spaced repetition for vocabulary practice, selectively omitting unfamiliar words, and committing to ongoing study of vocabulary over time.
Al-Fuhaid (2004) outlines ten effective metacognitive strategies for enhancing English vocabulary acquisition These include developing a robust English vocabulary store, understanding the word-formation system, and maximizing exposure to second language (L2) media Additionally, learning vocabulary through reading, selectively ignoring some unfamiliar words, and planning systematic vocabulary revision are crucial Regular evaluation of L2 vocabulary knowledge, ongoing study over time, and gaining insights into vocabulary learning strategies (VLSs) further contribute to vocabulary enhancement Lastly, employing social strategies can significantly improve L2 vocabulary knowledge.
Building a robust vocabulary is essential for early language learners, as highlighted by Al-fuhaid (2004) This foundational strategy aims to help L2 learners harness latent vocabulary acquisition through extensive exposure to diverse L2 materials Key methods include utilizing word lists, word cards, and directly learning new words from dictionaries, alongside studying the English word-formation system.
The English word-formation system includes affixes and ligatures (Gairns and Redman,
1986) Affixation is the process of adding a prefix or suffix to the base item Affixes change the meaning of a word and sometimes change parts of speech On the other hand,
Compounding involves creating words by combining two or more distinct words According to Al-Fuhaid (2004), understanding the English affixation system is crucial for mastering the English word-formation process Additionally, increasing exposure to L2 media can enhance language learning.
Maximizing exposure to English media is a powerful metacognitive vocabulary learning strategy, as highlighted by Schmitt (1997) To effectively learn new words, it is essential for learners to encounter them in various contexts and at different times, according to Sokmen (1997) Key sub-strategies for this approach include watching TV channels, listening to radio programs, reading newspapers, browsing English websites, and utilizing L2-L1 translation tools on-screen.
METHODOLOGY
Locale of the study
This study was carried out at Banking Academy, which is located at 12 Chua Boc Street The department is Faculty of Foreign Language The current school year is 2022.
Participants
This study focuses on 82 fourth-year students from the Faculty of Foreign Languages, aged 19 to 22, who achieved a B1 level in English after four years of study The survey questions were created using Google Forms and distributed exclusively to two fourth-year classes, K21ATCB and K22ATCA, through Facebook, ensuring that all participants met the survey criteria.
Method of study
This study employs quantitative survey research to enhance authenticity and reliability, aiming to explain current conditions and identify relationships between variables (Mertler, 2016) Many scholars argue that involving a larger population can lead to more significant generalizations Additionally, maintaining respondent anonymity is straightforward, especially with methods like pencil and paper surveys or online platforms.
30 telephone, which might result in more candid replies than traditional techniques Interviews, for example, are less anonymous approaches (Muijs, 2004).
Research instrument
In the survey research, a questionnaire served as the primary data collection method As defined by Brown (2000, p.1), "Questionnaires are any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting from among existing answers." Utilizing questionnaires enables researchers to gather quantitative data, resulting in more objective and persuasive outcomes.
The study utilized Google Forms and Microsoft Excel as research tools for data analysis A questionnaire was created using Google Forms to gather input from participants Following data collection, Microsoft Excel 2013 was employed for analysis, calculating frequency and evaluation indices by dividing total points by the number of participants The total points were obtained by summing all student responses related to the strategy To effectively visualize the data, scores were computed and presented in tables.
On May 8, 2022, a questionnaire was distributed through Facebook Messenger to two classes, K21ATCA and K21ATCB Within three days of its release, a total of 82 responses were collected.
The survey aimed to assess the frequency and effectiveness of vocabulary learning strategies, drawing on Schmitt's (1997) research framework Most of the survey questions were derived from Schmitt's original questionnaire, tailored to align with the researcher's specific interests Additionally, a revised version of the vocabulary learning strategies questionnaire developed by Hamza, Yasin, and Aladdin (2017) and Al-Fuhaid was utilized.
(2004) based on the VLS classification of Schmitt (1997) and Nation (2001) are also selectively adapted in this study
The survey is structured into three key sections The initial part focuses on gathering information about the school year of participants, specifically targeting 4th year students to ensure a balanced analysis The second section explores the strategies employed by respondents, featuring 12 items categorized into three distinct strategies: Metacognitive, Discovery, and Consolidation Participants rated each strategy statement using a 5-point scale, allowing for a comprehensive assessment of their approaches.
Participants rated the frequency of strategy use on a scale from 1 ("never") to 5 ("always") Additionally, they assessed the usefulness of each strategy statement on a 5-point scale, ranging from 1 ("I do not know") to 5 ("Very useful").
To enhance vocabulary acquisition, three primary strategies can be employed, encompassing a total of twelve sub-strategies These include inferring word meanings from context, utilizing dictionaries, and consulting classmates or teachers for clarification Additionally, incorporating new words into sentences, using visual aids or imagination, and engaging in verbal and written repetition are effective methods Furthermore, listening to English songs, watching English movies, reading extensively, and interacting with native speakers can significantly aid in learning new vocabulary.
DATA ANALYSIS
Metacognitive strategies
Table 1- The use of metacognitive strategies
Using English movies to learn words
Metacognitive strategies for learning English include listening to songs, reading for vocabulary, using movies, and interacting with native speakers According to Table 1, the movie strategy ranks highest with a mean score of 3.62, as 50% of participants frequently utilize it Conversely, interacting with native speakers scores the lowest at 2.91, with approximately 30.49% of individuals rarely employing this method.
A recent survey revealed that a significant portion of students utilizes various methods to learn English vocabulary, with 39% occasionally using the first method and 36% the second Notably, 34.15% of respondents frequently listen to English songs, while 29.27% often learn vocabulary through reading Consequently, reading ranks third in popularity with a mean score of 3.19, while listening to songs takes the second spot with a mean of 3.32, attracting nearly 11% of participants who use it regularly In contrast, the strategy of interacting with native speakers shows a lower engagement, with 30.49% of respondents rarely using it, 28.05% occasionally, and only 26.83% often, resulting in the lowest mean score among the four strategies.
Table 2- Evaluation of metacognitive strategies
Using English movies to learn words
The evaluation of four language learning strategies reveals a balanced effectiveness among them The reading strategy, while ranked third in usage frequency, boasts the highest mean score of 3.82, with 52 out of 82 participants finding it useful The other three methods show similar mean scores of 3.56, 3.64, and 3.52 Interacting with native speakers, despite being the least used, ranks third in effectiveness, slightly lower than listening to English songs, with over half of participants deeming it useful Watching English movies, the most frequently used strategy, ranks second in efficiency with a mean of 3.64, just below the reading strategy Overall, the differences in effectiveness among these strategies are minimal, indicating a consistent evaluation by participants.
A significant portion of participants remains uncertain about the effectiveness of various English learning strategies, with nearly 11% unable to assess the value of listening to English songs and interacting with native speakers Additionally, 8.54% expressed doubt about the usefulness of using English movies for vocabulary acquisition, while only 3.66% were unsure about the reading method.
Using English movies as a learning tool for vocabulary is one of the most effective metacognitive strategies, while engaging with native speakers offers less promise for language acquisition.
Discovery strategies
Table 3- The use of discovery strategies
Guess the word’s meaning from the context
Often Asking classmate about the
In learning new English words, four effective strategies are commonly employed: using a dictionary, guessing meanings from context, seeking help from teachers, and asking classmates Among these, using a dictionary is the most frequently used method, with nearly 70% of participants indicating they often or always utilize it, achieving mean scores of 3.86 and 3.68 Guessing meanings from context follows closely, as no respondents reported never using this strategy, with most selecting "sometimes," "often," or "always." In contrast, seeking help from teachers and asking classmates about new words are less popular, with 6.1% of respondents indicating they have never used these methods Both strategies show a similar usage frequency, with 31.7% of participants sometimes or often seeking help from teachers, while 40.24% frequently ask classmates for meanings, making it a relatively popular choice.
Table 4- Evaluation of discovery strategies
The evaluation of four discovery strategies reveals that all are effective, with dictionary use and context-based guessing ranking highest in efficiency These strategies have the highest average scores of 4.09 and 4.06, respectively, highlighting their frequent application and effectiveness in language learning.
A recent survey revealed that using a dictionary is the most favored method for understanding words, with over 60% of respondents finding it useful Additionally, 24.4% rated it as very useful, and 14.63% considered it quite useful, while none reported it as not useful or expressed uncertainty Following closely, guessing a word's meaning from context is deemed useful by nearly 60% of participants.
(5) Using dictionary 0 0 14.63% 60.97% 24.4% 4.09 Useful Guess the word’s meaning from the context
Asking classmate about the meaning of new words
The data indicates that 37.8% of participants find the method of seeking help from a teacher useful, contributing to an average score of 4.06, with no respondents deeming it ineffective Similarly, a significant number of respondents view this approach positively, although 9.76% remain uncertain about its effectiveness In contrast, when asking classmates for the meanings of new words, there is a higher level of uncertainty, with one participant expressing doubt and 7.32% considering it not useful This highlights a notable difference in perceptions between seeking assistance from teachers and classmates.
In conclusion, the most effective strategies for discovering word meanings include consulting a dictionary and inferring meanings from context, while seeking assistance from teachers or classmates is generally less effective and beneficial.
Consolidation strategies
Table 5- The use of Consolidation strategies
(5) Notting a new word into a sentence or a phrase
Consolidation classification, similar to other strategies, includes four minor approaches: incorporating new words into sentences or phrases, using imagery, verbal repetition, and written repetition According to Table 5, three of these strategies are utilized by participants on occasion Verbal repetition is the most frequently employed method, with a mean score of 3.51, while noting new words into sentences or phrases is the least favored, scoring 3.21 Notably, no participants reported never practicing verbal or written repetition Additionally, 47.55% of participants sometimes use imagery to learn new words, with only 24.39% using it often and 6.1% stating they never use this strategy, making it the second most common approach for occasional use.
‘never’, which makes it rank third in popularity of the category
Table 6- Evaluation of Consolidation strategies
(5) Notting a new word into a sentence or a phrase
The efficacy ranking of learning strategies shows that verbal repetition remains the most effective method, with a mean score of 3.76, closely followed by written repetition at 3.68 Over half of the respondents found these methods useful, with very few considering them ineffective In contrast, the popularity ranking for the other two strategies shifts slightly, indicating that using imagination to learn has gained some traction among learners.
Research indicates that incorporating new words into sentences or phrases is more effective than merely noting them While all four strategies for learning new vocabulary yield positive results, their effectiveness varies slightly Overall, repeating new words both orally and in writing proves to be a more successful method for learners than relying on visual aids or contextual notes.
Consolidation practices are met with skepticism, as evidenced by 18.3% of participants expressing uncertainty about the effectiveness of using pictures and noting new words in sentences or phrases In total, 52.45% of individuals in this category opted for the "don't know" response, contrasting sharply with the lower uncertainty rates of 23.18% and 34.16% recorded for discovery and metacognitive strategies, respectively.
The study on vocabulary learning strategies reveals that the most favored methods are using a dictionary and deducing word meanings from context, with mean scores of 3.82 and 3.68, respectively Following these, the use of movies for vocabulary acquisition ranks third among metacognitive strategies, achieving a mean of 3.62 Conversely, the least utilized methods among the 82 respondents include interacting with native speakers (mean of 2.91), seeking assistance from teachers (mean of 3.03), and noting new words in context (mean of 3.15) In terms of effectiveness, the top three strategies identified as most useful are all from the discovery and metacognitive groups, with the dictionary and contextual guessing again leading the way, alongside learning vocabulary through reading, which has a mean score of 3.82.
Among the 42 useful strategies identified, the three least effective methods include using pictures, incorporating new words into sentences or phrases, and asking classmates for the meanings of new words These strategies were rated as the least helpful, accounting for only 14.63% of the responses However, participants still considered them to be beneficial in some capacity.
DISCUSSION AND RECOMMENDATION
Discussion
Data analysis reveals that dictionary use and contextual guessing are the most frequently employed and effective strategies among 12 total strategies for dealing with unfamiliar words These strategies fall under the category of discovery strategies This aligns with findings from Schmitt (1997), Al-Fuhaid (2004), and Hamza, Yasin & Aladdin (2017), which also highlight dictionary use and contextual guessing as the top-rated and most utilized discovery strategies.
The discovery strategy for learning new vocabulary emphasizes the importance of seeking assistance from both teachers and classmates While students tend to prioritize asking classmates for the meanings of unfamiliar words due to comfort and ease, the effectiveness of obtaining explanations from teachers is widely recognized This disparity arises from students' shyness or apprehension in approaching teachers, making peer inquiries a more appealing option despite the greater value of teacher guidance.
Learning English through movies has become increasingly popular among students, surpassing traditional methods like using dictionaries and context clues This trend is largely due to advancements in technology, as students now have access to numerous computer-based learning platforms Many websites offer movie-based learning with bilingual subtitles, enhancing the educational experience Furthermore, watching films while expanding vocabulary helps learners grasp the contextual use of new words, keeping them engaged and motivated in their studies.
However, the third level of effectiveness does not belong to watching movies to learn English, but to the strategy of learning new words through reading Although the reading
Although the strategy of reading is not frequently used, it demonstrates high effectiveness in vocabulary acquisition This suggests that effective reading requires significant concentration and a quiet environment Due to its proven efficiency, the Banking Academy has made reading a mandatory subject for students in the foreign language department.
In consolidation strategies, both verbal and writing repetition emerge as the most effective methods This finding aligns with previous studies, including those by Hamza, Yasin, and Aladdin (2017), Ahmed (1989), and Lawson and Hogben (1996), as well as Schmitt’s research.
(1997), and Al-Fuahid’s (2004) Repetition is an active learning strategy Repeating new words will help learners remember new words longer
Interacting with native speakers is the least preferred strategy for Vietnamese students in terms of both usage frequency and effectiveness Limited opportunities for vocabulary exchange exist, as only a few students attend English centers, join clubs, or practice with foreign tourists While interaction with native speakers is acknowledged as beneficial, many remain uncertain about its effectiveness due to minimal exposure.
While the primary strategies highlighted were the most effective, other strategies were utilized to a moderate degree by students, yielding positive outcomes This research suggests that no single strategy stands out as the best; rather, a combination of all three can enhance English learning results Overall, there are no practices that lead to negative outcomes in the learning process Despite the limited number of survey respondents, this study aims to provide valuable insights and potential conclusions for English learners.
45 greatly contribute to the path of finding the most effective ways of studying new English words for learners.
Recommendation
Based on the data and discussion above, the suggestions below will hopefully help with vocabulary learning and teaching
Fourth-year students have provided valuable insights into effective learning strategies, particularly for those seeking guidance in their educational journey Students from the Faculty of Foreign Languages, as well as those from other disciplines, can benefit from these strategies to find their optimal learning methods One widely utilized approach is the dictionary learning strategy, where students can choose between monolingual (English-English) and bilingual (English-Vietnamese) dictionaries based on their proficiency level Research by Majid (2006) indicates that more competent learners tend to prefer monolingual dictionaries Additionally, using movies as a language learning tool has shown significant positive outcomes, particularly when watching English films with subtitles, which enhances vocabulary acquisition Bellalem et al (2018) emphasize that the choice of movies should align with the learners' English proficiency to ensure the content is neither too confusing nor overly simplistic.
Understanding students' vocabulary learning tendencies allows teachers to tailor their lesson plans, enhancing student engagement One effective approach is incorporating movies into English lessons, a method familiar to many students yet seldom utilized in the classroom Overall, educators in the Banking sector can benefit from adopting such innovative teaching strategies.
Academies should be encouraged to use multimedia-based activities in their teaching
Teachers should promote the use of subtitled movies to enhance students' vocabulary learning, as students often hesitate to seek help in class Encouraging questions and providing assistance is essential Moreover, maintaining effective teaching strategies, such as vocabulary acquisition through reading, is crucial, even if students may be reluctant to practice this method at home The Foreign Language Department of Banking Academy should develop more engaging reading lectures to maximize effectiveness Additionally, teachers should introduce less common learning strategies to expose students to a diverse range of methods After monitoring and evaluating these strategies, the most effective ones can be retained and further refined.
CONCLUSION
This case study explores the vocabulary learning strategies employed by ATC students, revealing various effective methods for acquiring and retaining vocabulary It highlights the most commonly used strategies and evaluates their perceived effectiveness among 4th-year English department students at Banking Academy The findings provide valuable insights for both teachers and students, suggesting ways to enhance vocabulary instruction and learning By understanding the most effective strategies, future English students and other faculty members can apply these methods, while educators can tailor their teaching approaches to better engage students Additionally, the study acknowledges its limitations, suggesting areas for further research in similar educational contexts.
It is hoped that this study will contribute to the improvement of the effective vocabulary learning method of Banking Academy in particular and other universities in Vietnam in general
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Research indicates that subtitled movies significantly enhance vocabulary acquisition in second language learning This study investigates the impact of subtitled films on vocabulary learning among university students in Algeria, specifically in English for Specific Purposes (ESP) contexts Participants were divided into two groups: one watched a film without subtitles and the other with subtitles A Vocabulary Test was administered to assess their acquisition of vocabulary from the film Results showed that the group exposed to subtitled movies performed better, reinforcing the theory that multimedia resources can effectively support language learning The authors recommend incorporating such methods into ESP teaching practices to improve vocabulary learning outcomes.
To whom may it concern,
Nguyen Thuy Linh, a K21 student at the Faculty of Foreign Language at Banking Academy, is conducting research for her graduation thesis This survey aims to gather information on the vocabulary learning strategies utilized by ATC students.
With only 5-10 minutes, you are kindly requested to fill in this questionnaire by ticking the appropriate box Your answers shall be confidential and served for research use only!
I would really appreciate your help Thank you in advance for your time and participation
If you have any further questions, please contact me via:
Tick on the strategies you have used to learn vocabulary (1-5)
Guess the word’s meaning from the context
Asking classmates about the meaning of new words
Noting a new word into a sentence or a phrase
Verbal repetition/ Repeating new words aloud
Written repetition/ Repeating writing new words
Using English movies to learn new words
Tick on suitable choice for usefulness of strategies you have used
Guess the word’s meaning from the context
Asking classmates about the meaning of new words
Noting a new word into a sentence or a phrase
Verbal repetition/ Repeating new words aloud
Written repetition/ Repeating writing new words
Using English movies to learn new words