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(LUẬN VĂN THẠC SĨ) Students'''' attitude about the role learning in vocabulary learning strategies at Nguyen Sieu Upper Secondary school

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  • PART I INTRODUCTION (8)
    • 1. Rationale of the study (8)
    • 2. Objectives of study (9)
    • 3. Research questions (9)
    • 4. Scope of the study (9)
    • 5. Method of study (10)
    • 6. Design of the study (10)
  • PART II DEVELOPMENT (11)
  • CHAPTER I LITERATURE REVIEW (11)
    • 1.1 Some major findings concerning language learner’s attitudes and learning strategies (11)
    • 1.2 Vocabulary learning strategies (13)
      • 1.2.1 Definitions of vocabulary learning strategies (13)
      • 1.2.2 General considerations about importance of vocabulary learning strategies (13)
      • 1.2.3 Classification of vocabulary learning strategies (14)
      • 1.2.4 Clarification of Schmitt’s vocabulary learning strategies (17)
        • 1.2.4.1 Determination strategies (17)
        • 1.2.4.2 Social strategies (18)
        • 1.2.4.3 Memory strategies (18)
        • 1.2.4.4 Cognitive strategies (0)
        • 1.2.4.5 Metalcognitive strategies (0)
    • 1.3 Attitudes and vocabulary learning Strategies (20)
      • 1.3.1 Definitions of attitudes (20)
      • 1.3.2 Role of attitudes to choice and use of vocabulary learning strategies (21)
        • 1.4.2.1 Negative view of rote learning (24)
        • 1.4.2.2 Positive of rote learning (24)
    • 1.5 Vocabulary learning strategies in Vietnam (26)
      • 1.5.1 Influence of traditional methods on vocabulary learning strategies. .16 (26)
      • 1.5.2 Influence of the Vietnamese educational background on English as a (27)
  • CHAPTER II THE METHODOLOGY OF THE STUDY (29)
    • 2.1 Method (29)
      • 2.1.1 The context of study (29)
      • 2.1.2 Subjects (29)
        • 2.1.2.1 Students (29)
        • 2.1.2.2 Teachers (29)
    • 2.2 Instruments (30)
      • 2.2.1 Questionnaire (30)
      • 2.2.2 Interview (31)
  • CHAPTER III DATA ANALYSIS AND DISCUSSION (32)
    • 3.1 Results of students’ questionnaire (32)
      • 3.1.1 Student questionnaire: Part 1. Students’ responses to statements (32)
        • 3.1.1.1 Students’ attitudes about the value of RL in vocabulary learning (34)
        • 3.1.1.2 Students’ preference of RL in vocabulary learning (35)
      • 3.1.2 Student questionnaire: Part 2. Students’ responses to open questions (37)
        • 3.1.2.1 What are the most effective strategies to learn vocabulary? (37)
        • 3.1.2.2 What do you think of rote learning for Vietnamese learners in (38)
        • 3.1.2.3 Do you have any other strategies for either learning or memorising vocabulary? (38)
    • 3.2 Results of teacher’s interview (39)
    • 3.4 Factors arising from analysis (44)
      • 3.4.1 EFL environment (44)
      • 3.4.2 Traditional habits (45)
      • 3.4.3 National examination demand (45)
      • 3.4.4 Failure to try out new strategies (45)
    • 3.5 Suggestions for teaching and vocabulary learning strategies (45)
      • 3.5.1 Suggestions for the Vietnamese Exams (46)
      • 3.5.2 Suggestions for teachers at Nguyen Sieu and other schools (46)
      • 3.5.3 Suggestions for students at Nguyen Sieu and other schools (47)
  • PART III CONCLUSION (48)
    • 1. Summary of the study (48)
    • 2. Limitations of the study (49)
    • 3. Implications for future research (49)

Nội dung

INTRODUCTION

Rationale of the study

Vietnam is progressively integrating into the global community through various open-door policies, significantly impacting its education system The emphasis on learning and teaching English has become crucial for both educational advancement and national development As the primary foreign language in Vietnam, English is central to numerous studies, highlighting its importance in the country's growth.

Robinson (2000) highlights common perceptions of Asian students as quiet, diligent, and eager learners, prompting an inquiry into their unique learning styles and challenges Research, such as Watkins & Biggs' (1996) work on "The Chinese Learner," emphasizes the prevalence of Rote Learning (RL) among Chinese English learners, often viewed as mere memorization Xiuping Li's (2004) study delves into the beliefs of Chinese EFL learners regarding RL's role in vocabulary acquisition, suggesting that these beliefs are influenced by cultural backgrounds Similarly, Vietnamese learners typically rely on RL for vocabulary retention, making it essential to explore their attitudes towards this strategy This study focuses on students at Nguyen Sieu Upper Secondary School, a place known for evolving English teaching methods, to assess the significance of vocabulary learning and the current relevance of RL in their English studies.

This study aims to explore students' attitudes towards the role of rote learning in vocabulary acquisition strategies at Nguyen Sieu Upper Secondary School, driven by the need to identify effective vocabulary learning techniques.

Objectives of study

This paper is carried out with these following purposes:

1 to promote a positive understanding of the concept of RL in vocabulary learning strategies

2 to test whether Nguyen Sieu students use more RL strategies than other memory strategies and the reasons why they do so

3 to offer possible guidance to Vietnamese EFL teachers and students who are interested in choosing and using RL in vocabulary learning strategies.

Research questions

To achieve the objectives of the study, the following research questions were proposed:

1 Do Nguyen Sieu students use more RL strategies than other memory strategies in vocabulary learning?

2 Are RL strategies helpful and effective in vocabulary learning nowadays although it is a traditional method?

3 Is RL given a positive appreciation because of its important role in vocabulary learning?

Scope of the study

This study explores the effectiveness of rote learning (RL) in vocabulary retention among students, despite its common perception as an outdated and tedious method By examining students' attitudes towards RL and their preferences for using it in learning English vocabulary, the research aims to highlight the positive aspects of this traditional approach Ultimately, it seeks to clarify the role of RL strategies in enhancing vocabulary learning in English as a foreign language (EFL).

Method of study

This study employs a mixed-methods approach, integrating both qualitative and quantitative research techniques, including data analysis and survey questionnaires By processing and analyzing the data collected from these questionnaires, the research aims to explore learners' vocabulary learning strategies effectively.

Design of the study

The thesis consists of three parts as follows:

Part I – Introduction, which states the rationale, objectives, scope and research questions, as well as the methods and design of the study

Part II - Development includes three chapters Chapter I presents all the necessary theoretical background of the research Chapter II deals with the investigation into Nguyen Sieu students’ attitude to RL and their preference for it through identifying the subjects, the setting of the study and the instruments used questionnaires Chapter III reports the results of the study, provides the discussion of the findings in this study, addresses the limit of the study, applications of the findings and gives recommendations for further study

Part III – Conclusion gives the summary of the study, some limitations of the study and implications for further study.

LITERATURE REVIEW

Some major findings concerning language learner’s attitudes and learning strategies

Language learners' selection and application of language learning methods are influenced by their beliefs and attitudes, which are significantly shaped by their diverse cultural backgrounds Each learner approaches language acquisition with a unique combination of attitudes, experiences, expectations, and learning strategies, all of which play a crucial role in their language learning journey.

Horwitz (1987) developed an instrument Beliefs About Language Learning Inventory

(BALLI) to assess students’ beliefs about language in five major areas

 The difficulty of language learning

 The nature of language learning

The BALLI has highlighted a significant connection between learners' beliefs and their chosen language learning strategies, particularly noting that Asian language learners place a high value on vocabulary acquisition Research by Wenden (1987) involving 25 adult ESL learners revealed that their explicit beliefs about effective language learning informed their strategy choices Subsequent studies, including those by Gu & Johnson (1996), Sakui & Gaies (1999), and Yang (1999), further explored vocabulary learning strategies Gu & Johnson's research on Chinese EFL learners indicated a negative perception of rote learning, despite its prevalence, as they favored alternative strategies like guessing and dictionary use In contrast, Sakui & Gaies developed a framework to analyze beliefs of nearly 1300 Japanese learners regarding English learning strategies Yang's study confirmed that while EFL learners utilized memorization techniques, they limited their use of memory strategies to rote methods, reflecting a narrow understanding of effective vocabulary learning.

Research indicates that learners' attitudes significantly influence their choice of learning strategies, particularly in the context of resource learning (RL) Various studies provide valuable insights into learning strategies, revealing both positive and negative perceptions of RL among researchers, educators, and students To better understand the role of RL in vocabulary learning strategies and its relationship with learners' attitudes, further investigation into specific related issues is essential.

Vocabulary learning strategies

1.2.1 Definitions of vocabulary learning strategies

In the realm of language learning strategies, there is a lack of a formal definition for vocabulary learning strategies, likely because they fall under the broader category of language learning strategies This study adopts a definition from Rubin (1987), as cited in Schmitt (1997), which describes learning strategies as "the process by which information is obtained, stored, retrieved, and used." Consequently, vocabulary learning strategies can be understood as any strategies that influence this comprehensive process.

1.2.2 General considerations about importance of vocabulary learning strategies

Vocabulary learning is crucial in the process of mastering a new language, as highlighted by various studies Horwitz (1987) found that all EFL students recognized vocabulary as a vital component of language acquisition Wilkins (1972) noted that while grammar is important, vocabulary is essential for effective communication Cook (1991) emphasized that grammar provides structure, but vocabulary supplies the necessary content Rubin & Thompson (1994) asserted that vocabulary is fundamental to achieving fluency in a foreign language Researchers like Oxford (1990) and Schmitt (1997) have identified specific strategies for vocabulary learning, further underscoring its significance for language learners.

Research shows that expanding English vocabulary is a key goal for EFL learners, alongside mastering structures and developing skills Various vocabulary learning strategies are employed, including mechanical/rote learning, grouping, keyword methods, and bilingual dictionary use Each learner adopts unique approaches, such as spelling words, focusing on pronunciation, verbalizing new vocabulary, visualizing word forms, highlighting initial letters, utilizing the keyword method, and incorporating actions in their learning process.

Numerous studies highlight the importance of utilizing various resources for effective English vocabulary acquisition Schmitt's (1997) vocabulary strategy survey identified five distinct groups of vocabulary learning strategies, emphasizing diverse approaches to enhance language learning.

Determination, Social , Memory, Cognitive and Metacognitive All strategies which play important roles in vocabulary learning strategies are clarified as the following parts

1.2.3 Classification of vocabulary learning strategies

Recent research into vocabulary learning strategies has gained traction, with studies by Lawson & Hogben (1996) and Avila & Sadoski (1996) focusing on individual strategies However, only two researchers have examined vocabulary learning strategies in their entirety Stoffer (1995) contributed to this field by creating a comprehensive questionnaire featuring 53 items, specifically designed to assess vocabulary learning strategies, which are categorized into nine distinct groups.

1 Strategies involving authentic language use

2 Strategies used for self motivation

3 Strategies used to organize words

4 Strategies used to create mental linkages

8 Strategies used to overcome anxiety

Schmitt (1997) proposed a classification of vocabulary learning strategies, differentiating between strategies for determining the meanings of new words and those for consolidating meanings upon re-encounter The former includes determination (DET) and social strategies (SOC), while the latter encompasses social, memory (MEM), cognitive (COG), and metacognitive (MET) strategies Notably, social strategies serve both purposes, reflecting a dual role in vocabulary acquisition This classification builds upon Oxford's (1990) framework, with further details provided in the accompanying tables.

Table 1.1: Strategies for the discovery of a new words’ meaning

Strategies for the discovery of a new words’ meaning

DET Analyze part of speech

Analyze affixes and roots Check for First language (L1) cognate Analyze and available picture or gestures Guess from textual context

Word lists Flash cards Monolingual dictionary

SOC Ask teacher for an L1 translation

Ask teacher for an L1 translation Ask teacher for a paraphrase or synonym of new word

Ask classmate for meaning Discover new meaning through group work activities

Table 1.2: Strategies for consolidating a word once it has been encountered

Strategies for consolidating a word once it has been encountered

SOC Study and practice meaning in group

Teacher checks students’ flash cards or word lists for accuracy

Interact with native speakers MEM Study word with a pictorial representation of its meaning

Image word’s meaning Connect word to a personal experience Associate the word with its synonyms and antonyms Associate the word with its coordinates

Use semantic maps Use “scales” for gradable adjectives

The Peg Method and Loci Method are effective techniques for enhancing vocabulary retention By grouping words together spatially on a page or within a storyline, learners can create meaningful associations that aid memory Additionally, using new words in sentences and studying their spelling reinforces understanding Saying the new words aloud during study sessions further solidifies their retention, making these strategies valuable for anyone looking to improve their language skills.

Image word form Underline initial letter of the word

Configuration Use Keyword Method Affixes and roots (remembering) Part of speech (remembering) Paraphrase the word’s meaning

Use cognates in study Learn the words of an idiom together Use physical action when learning a word

Written repetition Word lists Flash cards Take notes in class Use the vocabulary section in your textbook

Listen to tape of word lists Put English labels on physical objects Keep a vocabulary notebook MET Use English – language media (songs, movies, newscast, etc,.)

Testing oneself with word tests Use spaced word practice Skip or pass new word Continue to study word over time

1.2.4 Clarification of Schmitt’s vocabulary learning strategies

The vocabulary learning strategies classification system developed by Schmitt (1997) is crucial to this study, and a detailed explanation of these strategies will be provided as a valuable reference.

1.2.4.1 Determination strategies Determination strategies are used when students discover a new word’s meaning without resource to another person’s expertise Students can have the meaning of a new word from the following techniques

Learners can leverage their understanding of language structure to identify a new word's part of speech, aiding in the guessing process Additionally, clues about the word's meaning can often be derived from its root or affixes.

Cognates are words in different languages that share a common origin, making them valuable tools for language learners When a target word closely resembles a word in a learner's first language, it can significantly aid in both understanding its meaning and enhancing vocabulary retention.

Understanding the meaning of an unknown word can often be achieved through context clues However, learners need to possess a sufficient level of language proficiency, relevant background knowledge on the topic, and strategic skills to navigate the inferencing process effectively.

 Using reference material: Dictionaries are primary in this position

 Word lists and flash cards: Those are suggested to be useful for initial exposures to a new word

Social strategies play a crucial role in both discovering and reinforcing the meaning of new words These strategies involve seeking assistance from knowledgeable individuals, such as teachers, who can provide support through various methods Teachers may offer L1 translations, synonyms, or paraphrased definitions, and they can also use new words in context Additionally, learners can benefit from collaborative efforts with classmates and interactions with native speakers during group work activities, enhancing their vocabulary acquisition and understanding.

Memory strategies are approaches which relate new materials to existing knowledge using some forms of imagery or grouping The strategies can be listed as followed:

Students can enhance their vocabulary by learning new words through imagery, such as using pictures that illustrate their meanings This approach allows them to create mental images associated with the words, or to connect new vocabulary to vivid personal experiences that embody the concepts.

New vocabulary can be effectively connected to existing second language (L2) words that students are familiar with This connection often involves various semantic relationships, including coordination, synonymy, antonymy, hyponymy, and meronymy, enhancing the learning process and vocabulary retention.

 Unrelated words: words that have no sense relationship can be linked together while they are learnt Peg method and Loci method are two examples of this kind of strategies

Attitudes and vocabulary learning Strategies

Attitudes refer to the complex beliefs and feelings individuals hold towards language and language learning, though a definitive consensus on their meaning remains elusive In the realm of language learning research, various definitions highlight the significance of attitudes in shaping learners' experiences and outcomes.

 notions about language learning that students have acquired (Kuntz 1996:4);

 an individual’s opinions about language learning (Banya and Cheng 1997);

 synonymous with beliefs, representations, opinions or ideologies (Fraser and Gaskell 1990);

 central constructs in every discipline which deals with human behaviour and learning (Sakui & Gaies 1999:474);

Carl Jung (1971) defines attitude as the "readiness of the psyche to act or react in a certain way," encompassing various types such as extroverted, introverted, rational, irrational, individual, and social attitudes.

An attitude is a psychological construct that reflects an individual's level of like or dislike toward an object, person, or event It encompasses both positive and negative views, allowing for internal conflicts where a person may simultaneously hold opposing attitudes This predisposition shapes how individuals respond to ideas, situations, and challenges, ultimately influencing their choices and reactions to incentives and rewards.

Numerous definitions of attitudes highlight their strong connection to language learning This study aims to explore how attitudes influence the selection and application of vocabulary learning strategies, clarifying this important relationship.

1.3.2 Role of attitudes to choice and use of vocabulary learning strategies

Learners' attitudes significantly influence their motivation and effectiveness in language learning, particularly in English When students lack interest, their engagement is forced and uninspired, hindering their ability to learn effectively Research indicates that cultural backgrounds shape learners' beliefs and their choice of language learning strategies For instance, studies by Chang (1993) and Rao (1996) demonstrate how Chinese learners' attitudes affect their use of reading and learning strategies While Western learners often associate high ability with success, Asian learners emphasize effort as a means to overcome limitations Attitude serves as a crucial motivator in language acquisition, especially in vocabulary learning, where it impacts strategy selection Regardless of whether the learners’ attitudes are positive or negative, the use of reading strategies remains prevalent and can be as effective as other methods Memory strategies, in particular, are favored by many learners, reflecting a preference for traditional approaches in vocabulary acquisition.

1.4 Importance of memory strategies in vocabulary learning strategies

1.4.1 Rote learning 1.4.1.1 Definition of rote learning

Traditionally, rote is considered as memory or habit, rather than understanding

Rote learning (RL) is defined as the process of memorizing information for the purpose of repetition rather than comprehension, as noted in the Cambridge International Dictionary of English (1995) This method is characterized by mechanical memorization without consideration of meaning, a perspective supported by Biggs (1997) and referenced in the Macquarie Dictionary.

Moore (2000:1) stated that rote learning is a method involving repetition and memorisation

Rote learning (RL) is characterized by the memorization and storage of information without the learner's ability to understand or interpret the material, making it a simple and passive process Despite this, some researchers, such as Gairns, offer positive perspectives on the value of rote learning in educational contexts.

Redman (1986:93) highlights that rote learning (RL) is a time-honored memorization technique in language acquisition, emphasizing the importance of repetition of target language items, whether spoken or written This approach underscores the roles of practice and memorization, which are essential strategies for effectively storing and retrieving new knowledge.

Repetition, as defined by Oxford (1990:45), involves the act of saying or doing something repeatedly, such as listening multiple times or imitating a native speaker This phenomenon is recognized as a key strategy employed by foreign language (FL) learners in various studies.

Practice involves various strategies that enhance the storage and retrieval of language, emphasizing the importance of accurate usage Key techniques include repetition, rehearsal, experimentation, application of rules, and imitation, all of which contribute to effective language learning.

Memorisation emphasizes the processes of storing and retrieving language effectively Gairns & Redman (1986:93) identify memorisation as a technique that relies on repetition, highlighting its importance in language learning Key features of this technique include its focus on enhancing memory retention and recall.

 To read silently or aloud

 To write down the items (more than once)

 To learn in list forms or cards (can be taken anywhere and studied at any free moment)

1.4.1.2 Importance of rote learning in vocabulary strategies

Rote learning (RL) plays a significant role in vocabulary acquisition, particularly through strategies like translation and audio-lingual methods It offers effective techniques for memorizing new words, such as silent or loud repetition, using word cards or flashcards, and frequent reviews In traditional educational settings lacking modern technology and visual aids, RL remains a popular approach for vocabulary learning By emphasizing repetition, practice, and memorization, RL enables learners to retain vocabulary more easily compared to other methods According to Gairns & Redman (1986), RL is recognized as an effective technique that allows learners to quickly memorize vocabulary and achieve high proficiency levels.

Although, RL has advantages in vocabulary learning, it also gets negative comments Therefore, The concepts of RL can be classified into two broad negative and positive categories

1.4.2 Attitudes about the role of rote learning in vocabulary learning strategies 1.4.2.1 Negative view of rote learning

Research indicates that rote learning (RL) is viewed negatively by some scholars, who argue it represents a mechanical use of memory without true understanding, leading to surface-level learning Gu & Johnson (1996) identify visual repetition of new vocabulary as a strong negative predictor of vocabulary size and proficiency, labeling RL as an ineffective strategy for learners, who they describe as Passive Strategy Users Recent empirical studies reinforce this perspective, suggesting that RL hinders creative learning and impairs students' abilities Nelson (2001) characterizes RL as a rigid approach that stifles creativity and overall learning effectiveness Furthermore, Cheung (2000) highlights the need for creative thinkers in Hong Kong's workforce, criticizing the education system for prioritizing memorization over critical thinking, resulting in students who struggle to apply knowledge to real-world situations.

Despite some negative perceptions of rote learning (RL), it is viewed positively in vocabulary acquisition Advocates argue that RL is effective for building foundational knowledge in the early stages of language learning, as it helps develop essential skills and enhances knowledge accuracy Additionally, proponents believe that RL can aid in consolidating knowledge and fostering deeper understanding Research by Rubin & Thompson (1994) suggests that learners who favor traditional methods may be hesitant to explore alternative strategies, often opting for RL as a reliable choice.

93) make the following comment on RL: In the early stages of language learning, repetition gives the students the opportunity to manipulate the oral and written forms of language items, and many learners derive a strong sense of progress and achievement from this type of activity Schmitt (1997:132-133) also states, “commonly used vocabulary learning strategies seem to be simple memorisation, repetition, and taking notes on vocabulary.” Rubin & Thompson’s (1994) study suggests that using RL to retain a small amount of material is easier than other Memory strategies Therefore, sometimes, mechanical strategies can be favoured over more complex ones Schmitt (1997:201) found that repetition was the most commonly mentioned strategy Moreover, a research carried out by Crothers and Suppes (1967) revealed that seven repetitions were sufficient for learners to master 108 Russian-English word pairs Nation (2001) claims that RL is an effective way of learning a great deal of vocabulary in a short time Tinkham (1989) found that Japanese learners tended to have well developed rote learning skills He believed that there is no better way to develop basic skills except through RL: repetition - regular correct practice over a period of time This view is applied to the fields of music, sports, language and art that the more often learners repeat an activity, the better they become at it Oxford (1990:70) provides some examples to show that some FL learners understand foreign words better by listening, reading or writing them repeatedly She states, “ Although the strategy of repeating might not at first sound particularly creative, important, or meaningful, it can be used in highly innovative ways, is actually essential for all four language skills such as listening, speaking, reading and writing.” Nation (2001:74, 76) stresses that Repetition is essential for vocabulary learning because there is so much to know about each word that one meeting with it is not sufficient to gain this information, and because vocabulary items must not only be known, they must be known well so that they can be fluently accessed Repetition thus adds to the quality of knowledge and also to the quantity or strength of the knowledge Biggs (1997) states that RL is the combination of memorisation and understanding He also points out that RL identifies its contribution to EFL vocabulary learning Interestingly, Moore (2000:1) reports: “We saw rote learning in China and it works” He has identified two major misconceptions in understanding Asian students First, RL is not a surface approach, but an integration of memorising and understanding Second, many Asian students prefer to be passive receivers of information In fact, to Asian learners, RL is not only a surface approach, but it is an integration of memorising and understanding.

Vocabulary learning strategies in Vietnam

Vietnamese EFL learners predominantly favor rote learning (RL) due to its ingrained habit in their education system, where memorization of subjects like Literature, History, and Biology is essential This approach emphasizes repetition and practice, leading to a deeper understanding compared to mere superficial memorization However, recent educational reforms have introduced modern teaching methods, particularly in English language learning, allowing students to engage in communication, idea generation, and self-expression Despite these advancements, many learners still rely on traditional RL techniques for vocabulary acquisition.

1.5.1 Influence of traditional methods on vocabulary learning strategies

Vietnamese students often view memorization as an integral part of the learning process, with a less distinct separation between memorization and learning compared to Western students For many Vietnamese learners, repetition and practice are synonymous, reflecting the traditional saying, “Repetition is the route to understanding.” In contrast, Western stereotypes suggest that Vietnamese and Asian learners rely heavily on mechanical methods This has led to various assumptions among foreign EFL teachers and educators regarding the impact of Vietnamese learning methods on English teaching and learning in Vietnam.

Traditional foreign language teaching methods in Vietnam have heavily influenced English instruction, characterized by a teacher-centered, book-centered, and grammar-translation approach that focuses on text analysis According to Ji (1984), the prevalent methods in the 1980s emphasized sentence-level analysis, grammar, and vocabulary, which limited opportunities for students to engage in spoken English in real-life contexts, contrary to functionalist recommendations These conventional teaching strategies remain dominant in Vietnamese classrooms today.

In Vietnamese classrooms, the predominant dynamic is teacher-centered, where educators primarily communicate with students, resulting in minimal student initiative and limited peer interaction This traditional approach often leads to students passively receiving information rather than engaging critically with the material Consequently, teachers tend to provide answers directly to save time and adhere to lesson plans, which discourages independent thinking and exploration among students.

English classes in Vietnam often lack effective communicative strategies and suitable teaching materials, leading to a reliance on rote memorization Textbook lessons typically consist of English texts, vocabulary with Vietnamese explanations, comprehension questions, and translation tasks This approach results in students becoming bookworms, able to read and understand English but struggling with speaking and listening skills Traditional learning methods dominate, with students repeatedly reviewing vocabulary to enhance retention, merging memorization with understanding Consequently, Vietnamese learners equate practice with constant review, viewing it as an integral part of their learning process.

1.5.2 Influence of the Vietnamese educational background on English as a foreign language

The Imperial examination system in Vietnam was established to recruit qualified civil service officials across various dynasties Success in these exams relied heavily on rote learning of literature and documents, requiring scholars to memorize extensive texts Those who achieved the highest degree underwent rigorous memory training, emphasizing that rote learning (RL) was the most effective and beneficial strategy for their studies.

The survey of the literature indicates that there are two broad types of beliefs about RL

Negative perspectives on rote learning (RL) emphasize its practical limitations, arguing that it may be less effective than other memory strategies for vocabulary acquisition and can stifle creativity, imagination, and individuality While this method may help students pass exams, it fails to equip them for real-life challenges Conversely, positive viewpoints highlight the effectiveness of RL in the early stages of vocabulary learning, with some researchers suggesting that RL is not merely meaningless repetition but can actually enhance comprehension.

THE METHODOLOGY OF THE STUDY

Method

Nguyen Sieu is a private upper secondary school located in Hanoi, offering 15 classes across grades 10, 11, and 12 Students engage in 7 English periods each week, which include 3 basic periods following the Ministry of Education and Training's syllabus, 2 additional practice periods, and 2 sessions with native speakers The English textbooks utilized at Nguyen Sieu are TIẾNG ANH for grades 10, 11, and 12.

A random selection of 65 students from grades 10, 11, and 12 was conducted, with ages primarily ranging from 16 to 18 years old Notably, 85% of these students were born and raised in Hanoi, while the remaining participants hail from other provinces.

Many students have studied English for 4 to 6 years, with some having over 6 years of experience While most are actively engaged in learning and demonstrate strong speaking and listening skills, those from rural or remote areas often face challenges due to limited access to resources and native speakers Consequently, their English proficiency, particularly in listening and speaking, tends to lag behind that of their urban counterparts Most students prefer vocabulary learning methods that include visual aids like pictures and flashcards, listening to English songs, and interactive games; however, rote memorization remains the primary technique for acquiring vocabulary.

7 teachers were asked to take part in the interview of the study They are aged from 24 to

Over the past 40 years, 6 out of 7 teachers at Nguyen Sieu have been trained at Colleges of Foreign Languages, while one teacher completed her studies in Australia Half of the faculty has over five years of experience teaching English, and nearly all actively incorporate information technology into their lessons They frequently utilize websites for resource materials and employ projectors during lectures Each year, Nguyen Sieu teachers participate in a five-month Apollo training course focused on modern teaching methodologies, particularly for vocabulary instruction They employ various techniques to help students learn new words, including translation, visual aids like pictures and cards, real objects, and synonyms or antonyms However, the predominant method used is repetition to reinforce vocabulary retention.

Instruments

This study utilized a questionnaire comprising 23 questions, including 20 statements and 3 open-ended questions The 20 statements aimed to assess Nguyen Sieu students' attitudes toward the value of reading literature (RL) in vocabulary learning and their preferences for RL Additionally, the 3 open-ended questions encouraged students to elaborate on their vocabulary learning strategies The following table provides a detailed overview of the students' responses to the questionnaire.

Table 2 1: Points of investigation of the students’ questionnaire

Points of investigation Reponses to students’ questionnaire

Statements relating to Nguyen Sieu upper secondary students’ attitudes about the value of RL in vocabulary learning

Statements relating to students’ preferred

Open questions designed to prompt the students to give vocabulary learning strategies in detail

Questionnaires are widely recognized as the most common descriptive method in educational research due to their significant advantages According to Zoltan Dornyei (2003), the primary appeal of questionnaires lies in their remarkable efficiency regarding researcher time, effort, and financial resources Oxford (1990) also noted that questionnaires are the most frequently utilized method for identifying students' learning strategies Furthermore, studies such as those by Rubin and Thompson (1994) have developed questionnaires based on tasks that students have recently completed, allowing researchers to maintain control over content and focus on targeted questions and responses Overall, questionnaires prove to be an effective means of gathering essential information efficiently.

In this study, the questionnaire was delivered to 65 students They are asked to complete the questionnaire and respond to the research after getting questionnaire for 1 week

Interviewing is a valuable data collection method that can function independently or complement other research techniques, such as questionnaires It provides researchers with insights that enhance the interpretation of survey responses Through interviews, both researchers and respondents can seek clarification and explore deeper insights into their perspectives and experiences.

This study involved interviews with seven teachers to explore their habitual strategies and beliefs regarding reading literacy (RL) Each teacher participated in a 10-minute individual interview conducted in English, where they responded to a mix of yes/no questions, open-ended questions, and statements for their comments The insights gathered from these interviews are expected to significantly contribute to the research findings For detailed questions, please refer to the appendix.

DATA ANALYSIS AND DISCUSSION

Results of students’ questionnaire

The vocabulary learning strategies questionnaire (VLSQ) contained closed questions in Part 1, and open questions in Part 2 (see Appendix 1) The results from each part will be presented separately

3.1.1 Student questionnaire: Part 1 Students’ responses to statements

This section looks at the responses from the students' questionnaire Two tables below show students’ attitudes about RL in vocabulary learning strategies and statements relating to students’ preferred RL

Table 3 1: Responses to students’ attitudes towards RL in vocabulary learning strategies

Strongly Agree Agree Disagree Strongly Disagree

Table 3.2: Responses to students’ preference of RL

Strongly Agree Agree Disagree Strongly Disagree

(No = Number of students) These statements are divided into 2 groups Group 1 consists of 5 statements (statements

The study examines Nguyen Sieu students' attitudes towards the value of reading literature (RL) in vocabulary learning, as detailed in Table 3.1 Additionally, Table 3.2 presents 15 statements aimed at exploring the students' preferences for RL The analysis of both groups will involve calculating the percentage of responses to each statement.

3.1.1.1 Students’ attitudes about the value of RL in vocabulary learning

Figure 3.1: Students’ attitudes towards the value of RL in vocabulary learning

(Q1= question 1; Q2 = question 2;Q3 = question 3; Q4 = question 4; Q5 = question 5) The responses to question 1 show that all students think vocabulary should be learnt through repetition with 58.5% strong agreement and 41.5 % agreement

In question 2, 27.7 % of the students strongly agree that RL is an effective way to memorise words and 49 2% agree However, 23.1 % of the surveyed students disagree with the statement

A significant 81.5% of students either strongly agree or agree with the suggestion to use word lists, charts, or cards for vocabulary learning, while 18.5% of students express disagreement This indicates a general consensus among students regarding the effectiveness of these tools in enhancing vocabulary acquisition.

38.5 % of the students strongly agree that translation equivalents of Vietnamese and English are helpful (question 4) while 61.5 % agree with it

More than half of the asked students (52.3 %) strongly agree that English words have fixed meanings in question 5 The rest of them (47.7 %) give agreement

Students' attitudes towards the value of RL in vocabulary learning

Q1 Q2 Q3 Q4 Q5 p er ce n t (% ) (% ) strongly agree agree disagree strongly disagree

3.1.1.2 Students’ preference of RL in vocabulary learning

Figure 3.2: Students’ preference of RL in vocabulary learning

( Q6= question 6; Q7 =question 7; Q8 = question 8; Q9 = question 9; Q10 = question 10 ; Q11= question 11; Q12 =question 12; Q13 = question 13; Q14 = question 14; Q15 question 15 ; Q16= question 16; Q17 =question 17; Q18 = question 18; Q19 = question 19; Q20 = question 20 )

As can be seen in Figure 3.1.1.2, making vocabulary lists of new words is strongly supported by 29.2% of the students (question 6) Whereas, more than 70% (70.8 %) agree

A survey revealed that 61.5% of students strongly agree with the practice of writing new words on one side of a card and their explanations on the other side, while 30.8% agree with this method, and only 7.7% disagree.

Keeping the vocabulary lists of new words (question 8) gets strong agreement of 26 students (40%) and the rest of the students (60%) agree with it

In question 9, 23.1% of the students strongly agree with going through vocabulary lists several times until understanding all words while 33.8 % agree However, the number of

Students' preference of RL in vocabulary learning

Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 p er ce n t (% ) strongly agree agree disagree strongly disagree students who disagree with the statements holds 43.1%

69.2 % of the surveyed students strongly agree with taking vocabulary cards after making them (question 10) 23.1% agree with this way However, 4.6% strongly disagree and only 3.1% disagree

Verbal repetition aloud (question 11) gets 13.8% of strong agreement 50.8% of the students preferred verbal repetition when learning new words Whereas, 23 students (35.4

Written repetition is a widely used strategy globally, as highlighted by Schmitt (1997) According to Figure 3.1.1.2, a significant 75.4% of students strongly support this approach, while 24.6% also express their agreement.

According to Figure 3.1.1.2, 27.7% of students strongly agree that they repeatedly write English vocabulary alongside their Vietnamese translations to aid memory retention Additionally, 63.1% of surveyed students also agree with this method, while 9.2% disagree.

In response to question 14, 12.3% of students strongly agree that they concentrate on completing vocabulary exercises repeatedly as exams approach, while an overwhelming 87.7% also express agreement with this statement.

According to the data presented in Figure 3.1.1.2, 21.5% of students strongly support engaging in oral spelling exercises with peers who have a similar English proficiency, while a total of 76.9% express agreement with this approach Conversely, only 1.5% of students disagree with the idea.

Question 16 aims at finding out whether the students can use words correctly and efficiently after memorising them or not More than half of students (30.8%) strongly agree with this strategy However, 15.4% disagree

According to Figure 3.1.1.2, 30.8% of students strongly agree that remembering a single dictionary definition is important for understanding a word (question 17) The majority, 61.5%, also agree with this viewpoint, while a minority of 7.7% express disagreement.

In question 18, 41.5% of the students preferred memorising examples in some context when using the words Most of the students reported that they agree with this strategy Only 3.1 % disagree

Paying attention to set phrases and collocations that go with a word (question 19) gets

38.5 % of strong agreement while 61.5 % of the students said that they agree with this strategy

The final question of the survey explores whether students have consistently utilized receptive learning (RL) since they started learning English The results indicate that 41.5% of respondents strongly agree with this notion, while 43.1% agree, and 15.4% express disagreement.

3.1.2 Student questionnaire: Part 2 Students’ responses to open questions

The VLSQ concluded with an open-ended section featuring three questions aimed at encouraging students to elaborate on their vocabulary learning strategies These questions were specifically crafted to gather insights into the techniques students employ for effective vocabulary acquisition The responses to this section of the questionnaire will be presented sequentially.

3.1.2.1 What are the most effective strategies to learn vocabulary?(Q1)

A recent study revealed that students primarily rely on two key strategies for vocabulary acquisition: rote learning (RL) and reviewing Remarkably, 100% of participants identified these methods as the most effective for learning vocabulary, with a strong emphasis on repetition in both spoken and written forms According to the findings, 80% of students favored rote learning as their top strategy, while the remaining students preferred reviewing This data indicates that rote learning is the most effective and widely accepted approach for vocabulary learning among Nguyen Sieu students.

Figure 3.3: Students’ responses to the most effective strategies to learn vocabulary 3.1.2.2 What do you think of rote learning for Vietnamese learners in vocabulary learning strategies (VLSs)?(Q2)

Students' responses regarding the effectiveness of learning strategies were categorized into three groups: "most effective way," "sometimes good," and "not the only way." The findings revealed that 90% of students identified RL (Reciprocal Learning) as the "most effective way," while 7% expressed partial support for RL, and 3% viewed it as "only one of the ways for learning." These results highlight the significance of RL in vocabulary learning strategies, although students acknowledge that RL is not the sole approach to learning.

Figure 3.4: Students’ views about RL for Vietnamese students in vocabulary learning strategies

3.1.2.3 Do you have any other strategies for either learning or memorising vocabulary? (Please specify) (Q3)

A significant majority of students (95%) responded negatively to the question, believing that reading literacy (RL) encompasses various strategies, including repetition, practice, comprehension, and interaction Meanwhile, the remaining 5% identified alternative methods, such as contextual guessing and listening to word lists This finding highlights the prevalence of RL among Nguyen Sieu students and Vietnamese learners in their vocabulary acquisition strategies The accompanying chart provides a detailed overview of these results.

Most effective Sometimes good Not the only one

Figure 3.5: Students’ responses about having other strategies in vocabulary learning strategies

Results of teacher’s interview

In the teachers’ interview, five questions were raised

1 Nguyen Sieu students use more rote learning than any other memory strategies Is it true? Why?

2 Rote learning is considered as the best way of Nguyen Sieu upper secondary students to memorise vocabulary What do you think about it?

3 Rote learning works better than other memory strategies at Nguyen Sieu in particular and in Vietnam in general Do you agree?

4 Rote learning is effective in vocabulary learning and it is helpful for all the learners at all stages: from beginners to advanced learners Please comment on it

5 Do you think it’s necessary to teach vocabulary rote learning strategies to students at Nguyen Sieu school?

The results of teachers’ interview are presented in Table 3 3

Table 3.3 - Results of the responses from EFL teachers

Agree Disagree Others ( partially agree)

(No = Number of teachers) All the 5 questions are divided into 3 categories: Agree, Disagree and Others

Although question 5 did not seem focus on “agree” or “disagree” responses, the teachers’ statements is about whether RL suits Nguyen Sieu students, leading to a form of “agree” or

Table 3.3 presents the "disagree" responses, indicating that questions 1, 2, 4, and 5 yielded predominantly positive results, while question 3 received more negative feedback Participants noted that while RL remains the most beneficial strategy for early learning, they suggested incorporating additional vocabulary strategies into the learning process The interview questions will be analyzed individually in the following sections.

3.2.1 Teachers’ attitudes towards students’ use more RL than other memory strategies

Figure 3.6: Teachers’ attitudes towards students’ use more RL than other memory strategies

According to Figure 3.5, a significant majority of teachers, accounting for 71.4%, favor the use of more reading literacy (RL) strategies over other methods for students In contrast, 14.3% of teachers express disagreement with this approach, while an equal percentage of 14.3% partially agree with the statement.

3.2.2 Teachers’ attitudes towards students’ consideration of RL as the best way to memorise vocabulary

Figure 3.7: Teachers’ attitudes towards students’ consideration of RL as the best way to memorise vocabulary

Agree Disagree Others (partially agree)

Agree Disagree Others (partially agree)

According to the data presented in Figure 3.6, 57.1% of teachers believe that rote learning (RL) is the most effective method for students to memorize vocabulary In contrast, 14.3% of teachers disagree with this viewpoint, while 28.6% offer alternative suggestions.

3.2.3 Teachers’ attitudes towards comparison effectiveness of RL to other memory strategies

Figure 3.8: Teachers’ attitudes towards comparison effectiveness of RL to other memory strategies

According to Figure 3.7, 28.6% of teachers believe that retrieval learning (RL) is more effective than other memory strategies, while an equal percentage of 28.6% disagree Additionally, 42.8% of students partially support this assertion.

3.2.4 Teachers’ attitudes towards helpfulness of RL for all the learners at all stages

A survey of teachers revealed that 42.8% believe that reading aloud (RL) is effective for vocabulary learning across all learner levels, from beginners to advanced In contrast, 28.6% of the teachers disagreed with this assertion, while another 28.6% expressed partial agreement.

Agree Disagree Others( partially agree)

Figure 3.9: Teachers’ attitudes towards helpfulness of RL for all the learners at all stages 3.2.5 Teachers’ attitudes towards the teaching RL to students

Figure 3.10: Teachers’ attitudes towards the teaching RL to students

A survey revealed that 28.6% of teachers believe it is essential to teach vocabulary reading strategies (RL) to students, while an equal percentage (28.6%) disagrees with this approach Additionally, 42.8% of the educators provided alternative perspectives on the topic.

The study investigates whether reinforcement learning (RL) strategies are more effective than traditional vocabulary learning methods for students at Nguyen Sieu The findings indicate that RL strategies significantly enhance vocabulary acquisition and retention among these learners.

Agree Disagree Others (partially agree)

Agree Disagree Others (partially agree)

1 Generally, both Nguyen Sieu students and teachers hold positive views about RL in English vocabulary learning through the responses to the research questions

2 For Vietnamese EFL learners, RL does not mean passive learning, but a combination of memorisation and understanding To them, RL is an integration of repetition, memorisation and practice rather than mere repetition, and that RL strategies also involve reviewing, which plays an important part in their approach to learning Reviewing is considered as an activity that is used to encourage students to reflect, describe, analyse and communicate what they have learnt

3 Nguyen Sieu students seem to rely on examination-oriented memory strategies, and especially RL, which will help them succeed in the examination-driven educational system

4 They also see RL as a way of establishing a solid foundation of accurate knowledge on which the development of other learning is based Nguyen Sieu students prefer accuracy to fluency They believe that it is essential to gain a solid foundation in English vocabulary, which is primarily, though not solely, built on accuracy This view is based on the belief that once bad language habits are formed, they are difficult to break

5 According to Nguyen Sieu students, RL is an effective way to learn vocabulary but may not be the best way They believe that there is no single “best” strategy for them to learn EFL vocabulary

Nguyen Sieu students consistently favor Reinforcement Learning (RL) over alternative strategies This ongoing preference for RL is influenced by four key factors identified through data analysis.

Factors arising from analysis

The study indicates that the English as a Foreign Language (EFL) environment in Vietnam significantly influences the use of English among learners While English is widely taught in schools, it remains largely a foreign language with minimal impact on daily life, as its usage is primarily limited to international trade, certain educational contexts, and media Although students at Nguyen Sieu have opportunities to practice with native speakers during classes, their exposure to English outside the classroom is limited, resulting in few chances for real-world application and interaction.

The study reveals that repetition and review are key components of the learning styles of Nguyen Sieu students, reflecting a traditional Vietnamese habit Rooted deeply in Vietnamese culture, this approach to learning has been passed down through generations, highlighting its significance in the educational practices of the Vietnamese people.

Data analysis indicates that Nguyen Sieu students prefer "advanced learning strategies," particularly communicative approaches, to align with global trends However, they predominantly depend on examination-oriented memory techniques, believing that these methods will enhance their exam success To excel in assessments, students engage in thorough reading of textbooks and reference materials filled with exercises, while also memorizing key collocations Essentially, they employ reinforcement learning strategies to secure high scores in examinations.

3.4.4 Failure to try out new strategies

Students at Nguyen Sieu High School show a reluctance to abandon their reliance on rote learning (RL), viewing it as a crucial component of their educational experience Despite initial thoughts of discarding RL, many ultimately reconsider due to its familiarity and effectiveness Several factors contribute to the hesitance of Vietnamese learners to adopt new learning strategies, including the comfort of established methods, limited time to experiment with alternatives, and the pressure of exams that demand precision for achieving higher scores.

Suggestions for teaching and vocabulary learning strategies

Recent findings have highlighted key factors influencing vocabulary teaching and learning To enhance the effectiveness of vocabulary acquisition for students and teachers, several suggestions have been proposed, aiming to improve vocabulary learning through research-based methods at Nguyen Sieu School and across educational institutions in Vietnam.

3.5.1 Suggestions for the Vietnamese Exams

Many students fear tests and exams, highlighting the influence of Vietnam's examination-driven educational system on their real-life approaches to English as a Foreign Language (EFL) learning While students often memorize content for exam accuracy, this focus does not equate to fluency in spoken English To address this issue, Vietnamese schools should prioritize communicative competence over mere accuracy in scoring.

The educational system in Vietnam significantly impacts students' future success in society, primarily emphasizing memorization skills This focus has resulted in Vietnamese learners often relying on rote learning for exams, which has led to a reputation for being diligent yet lacking in creativity.

Reinforcement Learning (RL) encompasses various strategies beyond simple repetition and memorization, including practice, review, and comprehension Exam paper designers should explore the effective strategies employed by students to enhance their assessments Additionally, it is essential to consider the practical needs of social development by providing opportunities for students to tackle real-world problems Knowledge gained through repetition can be evaluated using diverse testing methods, such as multiple-choice questions that assess contextual understanding, written essays on specific topics, collaborative group work, and real-life conversational scenarios, all aimed at fostering student engagement and communicative competence.

3.5.2 Suggestions for teachers at Nguyen Sieu and other schools

Students often seek effective learning methods for vocabulary acquisition rather than just knowledge Many request their teachers for strategies to remember words quickly They prefer instructors who introduce new vocabulary systematically, encourage memorization, and provide techniques for retaining new words.

In Vietnam, contemporary strategies for teaching English as a Foreign Language (EFL) vocabulary are gaining popularity and proving effective However, this does not imply that educators should abandon traditional methods entirely A balanced approach that integrates both modern and traditional techniques can enhance vocabulary instruction While rote learning (RL) is often criticized for its drawbacks, it also offers significant benefits that can contribute positively to vocabulary acquisition.

Teachers should motivate students to discover the most effective vocabulary learning strategies tailored to their characteristics, age, gender, living environment, and hobbies By integrating various learning approaches alongside traditional rote memorization, students can enhance their vocabulary acquisition in a more meaningful way.

The learning environment significantly influences students' ability to acquire a foreign language, particularly in ESL settings where they can naturally encounter vocabulary outside the classroom In contrast, EFL students often experience new vocabulary primarily during lessons To enhance their language skills, teachers should implement diverse vocabulary learning strategies that expand students' knowledge and support their overall language development.

3.5.3 Suggestions for students at Nguyen Sieu and other schools

Rote learning remains a valuable strategy in vocabulary acquisition, demonstrating its effectiveness in helping students grasp new words Despite its benefits, reliance solely on rote learning is not advisable; students should incorporate a variety of vocabulary learning strategies to enhance their understanding By exploring multiple methods, learners can identify the most effective techniques tailored to their individual needs, ultimately improving their vocabulary skills.

CONCLUSION

Summary of the study

Vocabulary is essential for English language acquisition, yet expanding one's vocabulary can be challenging for learners While individual approaches vary, many students recognize the significance of rote learning (RL) in enhancing vocabulary This perspective is particularly evident among Nguyen Sieu students The question arises: why does this traditional method receive such widespread support? To explore this, the researcher conducted a study titled “Students’ Attitude About the Role of Rote Learning in Vocabulary Learning Strategies at Nguyen Sieu Upper Secondary School.” The study aims to uncover students' attitudes towards the effectiveness of rote learning in their vocabulary acquisition strategies.

1, to prommote a positive understanding of the concept of RL in vocabulary learning strategies

2, to test whether Nguyen Sieu students use more RL strategies than other memory strategies and the reasons why they do so

3, to offer guidance to Vietnamese EFL teachers and students who are interested in choosing and using RL in vocabulary learning strategies

The result of the study shows some statements about Nguyen Sieu students Firstly,

Nguyen Sieu students exhibit a strong positive belief in the effectiveness of rote learning (RL) for enhancing their English as a Foreign Language (EFL) vocabulary acquisition Their preference for RL over other strategies aligns with common perceptions in the educational landscape An analysis of 23 items regarding their attitudes reveals that traditional Vietnamese cultural habits significantly influence their learning strategies For these students, RL transcends passive memorization; it is viewed as a dynamic process that combines memorization, understanding, and practice They perceive RL as an integration of repetition and review, which is crucial to their overall learning approach.

RL should be given an appreciate in vocabulary learning The fourth statement is that

Nguyen Sieu students prioritize accuracy over fluency in their English studies, emphasizing the importance of building a strong vocabulary foundation This focus on accuracy not only enhances their language skills but also supports the effective use of reinforcement learning (RL) in vocabulary acquisition.

Nguyen Sieu students recognize that while Reading Literature (RL) is an effective method for learning vocabulary, it may not be the ultimate approach They acknowledge that there isn't a one-size-fits-all strategy for acquiring English as a Foreign Language (EFL) vocabulary Nevertheless, these students consistently prefer using RL over other learning techniques.

The findings of the study supports for the hyphothesis that Nguyen Sieu students use more

Research has shown that retrieval learning (RL) strategies are more effective than other memory techniques for vocabulary acquisition Despite being a traditional approach, RL strategies remain valuable and beneficial in contemporary vocabulary learning Consequently, RL is highly regarded for its significant contribution to enhancing vocabulary skills.

Limitations of the study

The researcher has invested significant effort into the study, which benefits from real data gathered through surveys and interviews with students and teachers However, due to time constraints, limited resources, and the researcher’s capabilities, the study faces limitations, including a small sample size of participants, which may hinder the generalizability of the findings to all students at Nguyen Sieu School and other institutions.

Implications for future research

This study suggests important implications for future research, focusing on two key areas Firstly, there is a need for further investigation into the reasons behind Nguyen Sieu students' choices and usage of resource learning (RL) in vocabulary acquisition Secondly, the findings highlight implications for educational practices concerning the teaching, learning, and assessment of English as a Foreign Language (EFL) at Nguyen Sieu and similar institutions across Vietnam.

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APPENDIX 1 VOCABULARY LEARNING STRATEGIES QUESTIONNAIRE

(For Nguyen Sieu upper secondary students)

This questionnaire aims to collect insights from Vietnamese students of English regarding their methods for learning and memorizing vocabulary The subsequent sections contain statements that pertain to the process of acquiring vocabulary items.

To evaluate your attitude and actions regarding learning English vocabulary, please rate each statement on a 5-point scale by circling your response (1, 2, 3, or 4) Your ratings will provide insight into your learning habits and preferences.

- Strongly agree means that you almost always behave as described in the statement

- Agree means that you behave as described in the statement more than half of the time

- Disagree means that you behave as described less than half the time, but more than in very rare instances

- Strongly disagree means that you behave as described in the statement only in very rare instances

Please complete the questionnaire as seriously as possible There are no right or wrong responses to these statements The researcher is simply interested in your opinion

1.Vocabulary should be learnt through repetition

2 Rote learning is an effective way to memorise words

3 Word lists, charts or cards are very helpful

4 The translation equivalents of Vietnamese and English are helpful

5 English words have fixed meanings

6 I make vocabulary lists of new words that I meet

7 I write the new words on two sides of a card

8 I keep the vocabulary lists of new words that I make

9 I go through my vocabulary list several times until I understand

10 I make vocabulary cards and take them with me wherever I go

11 When I try to memorise a word, I repeat it aloud to myself

12 When I try to remember a word, I write it repeatedly

13 I write new words and their Vietnamese equivalents repeatedly

14 I focus on completing vocabulary exercises repeatedly for exam

15 I do oral practice with a person whose English level is similar

16 I can use words correctly and efficiently after memorising them

17 I remember one dictionary definition for the meaning of a word

18 I memorise examples in some context when using the words

19 I pay attention to set phrases and collocations that go with a word

20 I use the rote learning strategies (e.g repetition) all the time

This section offers you opportunity to give your opinions on Vocabulary learning strategies

(Please express yourself in your own words either in English or Vietnamese Your views will be very valuable to the research.

21 In your opinion, what are the most effective strategies when you use to learn vocabulary?

22 What do you think of rote learning for Vietnamese learners in Vocabulary learning strategies?

23 Do you have any other strategies for either learning or memorising vocabulary? (Please specify)

Thank you very much for your co-operation!

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