Rationale for choosing the topic
Vocabulary encompasses the knowledge of words and their meanings, as highlighted by Steven Stahl (2005), who emphasizes that understanding a word goes beyond its definition to include its contextual relevance Mastery of vocabulary is a lifelong journey, expanding through both incidental exposure and intentional instruction in word-learning strategies Limited vocabulary can hinder students' comprehension of texts, making effective vocabulary instruction a critical concern for language teachers Given the cognitive challenges involved in learning vocabulary, educators must ensure that students grasp not only the meanings of words but also their accurate and appropriate usage.
In Vietnam's upper-secondary schools, vocabulary instruction is often overlooked due to the limited time of just three periods per week dedicated to all language skills and focus As students are required to learn numerous new words weekly, they frequently forget previously learned vocabulary by the time they encounter new lessons, hindering their language acquisition and retention.
Many students lack interest in vocabulary lessons due to traditional teaching methods that focus on rote memorization rather than stimulating critical thinking and analytical skills As a result, they struggle to apply new vocabulary and connect it with prior knowledge These outdated approaches foster passivity, leaving students without opportunities for active engagement in vocabulary activities Consequently, learners find teachers' explanations of meanings, definitions, pronunciations, spellings, and grammatical functions uninteresting, leading to a lack of motivation in the vocabulary learning process.
Vocabulary acquisition is a long-term cumulative process, and rural students often face challenges in learning English due to inadequate learning conditions and teacher support Additionally, the innovative approaches in current exams lead many students to prioritize passing multiple-choice English tests over genuine language learning, allowing them to easily graduate without fully engaging with the subject.
The researcher is now in charge of teaching English for grade 10 and
Vocabulary is crucial in students' language learning, serving as a vital link among the four skills of speaking, listening, reading, and writing To communicate effectively in a foreign language, students must possess a robust vocabulary and understand how to use words accurately.
Students at Thanh Liem C High School face significant challenges in remembering and using vocabulary effectively Their approach to vocabulary learning is often limited to memorizing lists of new words alongside their meanings in their native language, without engaging in practical context Many rely on bilingual dictionaries to understand new terms, leading to a lack of satisfaction with their vocabulary acquisition over time This method often results in students merely preparing for vocabulary checks by their teachers, leaving them without the skills or opportunities to apply these words in real-life situations In contrast, talented students in the English language selection demonstrate their ability to learn new vocabulary effectively, achieving strong results in vocabulary assessments.
The writer aims to conduct a survey to identify popular English learning strategies among talented students enrolled in English language programs and to assess the frequency of their use The findings from this initial study will pave the way for a comprehensive long-term investigation involving a larger student population, with the goal of comparing and applying effective learning strategies to enhance English proficiency for all students at the writer’s school Consequently, the research will focus on the question: “A study on vocabulary learning strategies of talented students in English language selection at Thanh Liem C High School, Ha Nam Province.”
Research question
This study aims to explore the vocabulary learning strategies employed by talented English language students at Thanh Liem C High School The research focuses on identifying these strategies to enhance English learning outcomes, addressing the question of how these students effectively acquire vocabulary.
“What vocabulary learning strategies are most and least popularly used by the talented students in English language selection at Thanh Liem C high
Aim and objectives of the study
This study aims to explore the vocabulary learning strategies employed by talented students in English language selection at Thanh Liem C High School To achieve this goal, the research will analyze the various methods and techniques utilized by these students to enhance their English vocabulary acquisition.
1 Find the information about vocabulary learning strategies that talented students in English language selection used when they study words
2 Draw the most and least popular vocabulary learning strategies used by talented students in English language selection.
Scope of the study
The study focuses on exploring vocabulary learning strategies used by
In the first semester of 2015, 25 talented students aged 15 to 17 from Thanh Liem C High School, recognized as "good learners," participated in the annual exam for gifted students This study will utilize Schmitt's Taxonomy to analyze the vocabulary learning strategies employed by these students.
Significance of the study
The study identifies the most and least popular vocabulary learning strategies used by talented students in English language selection For these students, extensive exposure to new words and effective vocabulary learning strategies can foster positive English learning habits during high school If the instruction of these strategies proves successful, it can be implemented on a larger scale, providing teachers with valuable insights on how to enhance vocabulary acquisition among students.
2.The teachers can implement the findings of this study to support high proficient students and encourage weaker students to get better results
Moreover, this study gives recommendations to other teachers of English on how to teach the students to use vocabulary stratergies effectively to improve their learning vocabulary in classes
The study indicates that talented English language students must adapt their vocabulary strategies to enhance their academic performance Additionally, the researcher plans to expand future studies to include a broader student population, aiming to provide insights that can improve teaching and learning practices within the researcher’s school.
Structures of the study
The study is organized as follow:
Chapter 1: Introduction – provides an overview of the study Chapter 2 : Liturature Review - a view of relevant liturature on this issue is presented
Chapter 3: Research Methodology- a description of research methods is discussed in detail, including a description of selection of the participants, data collection instruments and data collection procedures
Chapter 4: Finding and discussions - the results of the study are presented
In Chapter 5, the researcher summarizes the key findings of the study, highlighting the major conclusions derived from the research Additionally, the chapter addresses the limitations encountered during the study and offers recommendations for future research endeavors.
This chapter examines the literature and research relevant to language learning strategies and vocabulary learning strategies.
Learning Strategies
The term "strategy," originally from military contexts, refers to meticulously crafted plans for operations (Oxford, 1990:7) In educational settings, strategies have evolved into learning strategies, which are defined as the techniques or methods learners employ to acquire knowledge (Rubin, 1975:43) These strategies encompass various thoughts and behaviors that facilitate the comprehension, learning, and retention of new information, highlighting their significance in language learning (O'Malley and Chamot, 1990:1).
O'Malley et al (1985) defined learning strategies based on Rigney's (1978) concept, viewing them as procedures that enhance acquisition, retention, retrieval, and performance In contrast, Oxford (1990) described language learning strategies as specific actions that learners employ to make the learning process easier, faster, more enjoyable, self-directed, effective, and applicable to new contexts.
Takala (1996, as cited in Kristiansen 1998:44) defines "strategies" as the behaviors learners employ during the learning process to affect cognitive and affective processing Additionally, Ellis (1985:165) notes that both native and second language speakers utilize similar types of strategies, although the frequency of these strategies differs between the two groups.
Language learning strategies encompass various definitions and have been a focus of research since the 1960s Numerous researchers have attempted to define the term, with much of the scholarly work concentrating on understanding these strategies in depth.
Effective language learners engage in various strategies to facilitate their acquisition of a second or foreign language (Rubin and Wenden, 1987) Learning strategies are defined as operations and routines that assist in the obtaining, storage, retrieval, and use of information (Wenden and Rubin, 1987) According to Stern (1992), these strategies involve conscious activities aimed at achieving specific learning goals In the language classroom, learners naturally employ these strategies, either consciously or unconsciously, as they navigate new challenges and input from instructors Griffiths (2008) highlights that learners actively choose strategies to regulate their learning, demonstrating a positive correlation between the use of language learning strategies and English proficiency.
Vocabulary learning strategies
Definitions of vocabulary learning strategies
Vocabulary learning strategies encompass techniques and behaviors that language learners utilize to understand new words, retain their meanings, and expand their vocabulary knowledge (Intaraprasert, 2004) By introducing various vocabulary learning strategies, educators can enhance learner autonomy and facilitate the development of effective learning processes.
O'Malley and Chamot (1990) emphasized that training second language learners primarily focuses on vocabulary acquisition They noted that vocabulary learning strategies are among the most commonly utilized and recognized types of language learning strategies Additionally, other authors have highlighted that, compared to grammar and pronunciation, vocabulary is the aspect of language that learners are most aware of.
Vocabulary learning strategies are a vital aspect of language learning strategies, which fall under the broader category of learning strategies According to Oxford (1990), language learning strategies are defined as specific actions that enhance the learning experience by making it easier, faster, more enjoyable, self-directed, effective, and applicable to new contexts Vocabulary learning strategies, in particular, involve the techniques students employ to discover the meanings of new words, retain them in long-term memory, recall them for comprehension, and utilize them in language production (Catalan 2003, in: Ruutmets, 2005).
Schmitt (1997) highlights that many learners recognize vocabulary as a crucial component of language and employ various vocabulary learning strategies Despite numerous studies on language learning strategies, there is a notable lack of research specifically addressing vocabulary learning strategies Most existing research tends to focus on a limited number of strategies, indicating that strategy use patterns may evolve as learners age or gain proficiency in the language Consequently, certain strategies may be more prevalent among specific age groups (Schmitt, 1997).
Classifications of vocabulary learning strategies
Researchers have developed various classification systems for language learning strategies, which significantly enhance our understanding of vocabulary strategies (Intaraprasert, 2004) This article summarizes and discusses the vocabulary learning strategy classifications identified by scholars such as Cohen (1987, 1990), Gu and Johnson (1996), and Schmitt (1997) These classifications serve as valuable reference points for researchers conducting their own studies in the field.
2.2.2.1 Cohen’s classification of vocabulary learning strategies
Vocabulary Learning strategies classified by Cohen (1987:43;1990:21-
37) were put together and could be devided into three main categories :
Category 1: Strategies to remember words
It means that learners use rote-repetition by repeating the word and its meaning until it seems to have stuck; Besides, using mnemonic associations is necessary through :
Linking a word to its pronunciation in a native language alongside its equivalent in another language can enhance language learning This technique not only aids in retention but also helps learners associate words with specific contexts in which they are used By creating connections between sounds and situations, individuals can improve their vocabulary and comprehension, making the learning process more intuitive and engaging.
- attending to the meaning of a part of the word or noting the structure of part and visualising the word in isolation or in a written context
- placing the word in the topic group and creating a mental image of the word
To effectively learn unfamiliar foreign language words, consider associating physical sensations with the terms or linking them to relevant keywords Utilizing mnemonic devices can create strong cognitive connections, enhancing memory retention and recall By forming these associations, learners can make new vocabulary more relatable and easier to remember, ultimately improving their language acquisition skills.
Category 2: Semantic Strategies involves in
- Thinking of synonyms in order to build a network of interlinking concepts
- Clustering words by topic group or type of word ; and linking the word to another sentence
Category 3: Vocabulary Learning and Practising Strategies Analyse the word according to its roots, affixes, and inflections as a way to understand its meaning Words in two languages such as using a Dictionary, the Use of Flash Cards, Grouping and Cumulative Vocabulary Study
Besides, vocabulary learning strategied proposed by Cohen (1987;
Research from 1990 has identified common characteristics among various strategies, leading to the development of three main categories for effective language learning These categories include techniques for word retention, semantic strategies, and methods for vocabulary acquisition and practice.
2.2.2.2 Gu and Johnson’s classification of vocabulary learning strategies
Gu and Johnson (1996) explored the vocabulary learning strategies of advanced Chinese learners of English through a questionnaire, identifying key categories such as metacognitive, cognitive, memory, and activation strategies Their research produced a comprehensive list of strategies employed by these learners, highlighting their beliefs and approaches to acquiring English as a foreign language (EFL) vocabulary The study emphasizes the diverse array of vocabulary learning strategies utilized by adult Chinese learners, systematically categorized for better understanding.
Metacognitive strategies in language learning include selective awareness and self-initiation techniques L2 learners utilizing selective awareness can identify key vocabulary essential for understanding texts Meanwhile, those using self-initiation strategies employ diverse methods to clarify the meanings of vocabulary items.
Cognitive strategies, as classified by Gu and Johnson, encompass guessing strategies, effective dictionary use, and note-taking techniques By employing guessing strategies, learners leverage their background knowledge and linguistic cues, such as grammatical structures, to infer the meanings of unfamiliar words.
Memory strategies are classified into practicing and encoding categories Word lists and repetition are instances of practicing strategies
Instructing strategies include strategies such as association, imagery, visual, auditory, semantic, and contextual encoding as well as word-structure ( analyzing a word in terms of prefixes and suffixes)
The activation strategies refer to strategies that the learners actually use new words in different contexts For example, learners may set sentences using the words they have learned
2.2.2.3 Schmitt’s classification of vocabulary learning strategies
Schmitt‟s (1997) taxonomy of vocabulary learning strategies is organized in two groups: Discovery Strategies and Consolidation Strategies
The following is the strategy inventory offered by Schmitt (1997).These vocabulary learning strategies were devided into two main categories:
This category consists of Determination Strategies (DET) and Social Strategies (SOC)
In his 1997 study on Determination Strategies, Schmitt identified key strategies that learners employ to enhance their understanding of language These strategies include analyzing parts of speech, examining affixes and roots, checking for cognates in their first language, interpreting available pictures or gestures, inferring meaning from the context of the text, and utilizing dictionaries, whether bilingual or monolingual.
In Social Strategies, Schmitt (1997) emphasized that learners employ various techniques to understand new vocabulary These strategies include seeking synonyms, paraphrasing, or requesting translations from the teacher, as well as consulting classmates for meanings when encountering unfamiliar words.
Category 2: Consolidation Strategies Consolidation Strategies includes strategies for consolidating a word once it has been encountered Schmitt‟s (1997) stressed on four types of strategies like :
Social Strategies (SOC) enhance language learning through interaction with others Learners can engage in group studies, practice meaningful conversations, or interact with native speakers, utilizing a combination of these methods for optimal results.
In his 1997 work on Memory Strategies (MEM), Schmitt emphasizes that effective memory techniques often involve connecting new vocabulary to existing knowledge This can include studying new words alongside relevant images, associating them with synonyms, antonyms, or related terms, utilizing scales for gradable adjectives, and even integrating words into a narrative context.
Cognitive strategies (COG) primarily focus on mechanical aspects of learning rather than deep mental processing According to Schmitt (1997), these strategies include techniques such as verbal and written repetition, creating word lists, labeling physical objects in English, and maintaining a vocabulary notebook.
Metacognitive strategies (MET) are essential for learners as they involve monitoring, decision-making, and evaluating their progress These strategies aid in selecting effective vocabulary learning techniques for acquiring new words Key methods include engaging with English-language media such as songs, movies, and newscasts, self-testing with vocabulary quizzes, strategically skipping unfamiliar words, and consistently reviewing words over time.
Previous studies on Vocabulary Learning Strategies
Research indicates that various general learning strategies are utilized for vocabulary acquisition, with O'Malley and Chamot (1990) highlighting that studies often focus on L2 learners' vocabulary tasks According to Takač (2008), learners tend to employ more strategies for vocabulary learning compared to other language activities In a significant study by Ahmed (1989) involving 300 EFL learners in Sudan, it was found that both proficient and less proficient learners used similar macro-strategies, such as note-taking, memorization, and consulting dictionaries However, proficient learners demonstrated a greater application of micro-strategies within these macro-categories, frequently using words in context and self-testing during practice.
Gu and Johnson (1996) developed a comprehensive questionnaire with 108 items to explore vocabulary strategies, based on prior research by Oxford (1990) The study involved 850 sophomores from Beijing University, all with around six years of English learning experience Researchers aimed to understand how learners combined different strategies and whether these combinations correlated with vocabulary size and language proficiency Participants were categorized into five groups based on their strategy profiles and learning outcomes Results indicated that the highest-scoring students favored natural exposure and careful study over memorization, actively seeking opportunities to use English outside the classroom The second group shared similar beliefs but also valued memorization, employing a wide range of strategies and dedicating significant effort to learning Gu and Johnson concluded that success stemmed more from effort than specific strategies Conversely, the lowest-performing students relied heavily on a limited set of strategies, primarily memorization and visual repetition.
A larger vocabulary size is positively associated with higher general English proficiency Additionally, effective strategies such as contextual guessing, personal relevance in vocabulary selection, utilizing vocabulary beyond classroom study, actively using dictionaries for learning, meaning-oriented note-taking, focusing on word formation, and developing semantic associations contribute to this correlation Notably, strategies for vocabulary retention show a stronger link to vocabulary size than to overall language proficiency While oral repetition is positively correlated with English proficiency, visual repetition of new words shows a negative correlation with both vocabulary size and proficiency Ultimately, vocabulary memorization proves beneficial only when combined with a variety of other learning strategies.
In a study by Schmitt (1997), a 58-item questionnaire was administered to 600 Japanese EFL learners across various age groups, including junior-high school, high school, university students, and adults Schmitt differentiated between strategies for discovering new words and those for consolidating knowledge Discovery strategies encompassed determination strategies for independently looking up word meanings and social strategies for seeking assistance from teachers or peers Conversely, consolidation strategies included social, cognitive, metacognitive, and memory techniques Participants reported the strategies they used most frequently and those they found most effective.
The study revealed that the most commonly employed strategies for language learning included using a bilingual dictionary, verbal and written repetition, and studying spelling The most beneficial strategies aligned with these frequent practices, particularly the use of a bilingual dictionary, vocalizing new words, and engaging in both oral and written repetition Additionally, the findings indicated a shift in strategy usage as learners matured; younger learners tended to favor repetition and L1–L2 word lists, while more advanced learners adopted strategies that involved deeper cognitive processing, such as imaging, associations, and analysis.
Numerous studies have explored various vocabulary-learning strategies; however, only a limited number have been examined in detail Among these, the most thoroughly researched strategies are memory-based techniques and inferencing methods, as highlighted by Schmitt (1997).
Summary
Chapter two focuses on key elements of vocabulary learning and the strategies associated with it, alongside a review of existing research in this area The literature highlights various classification systems used by researchers to categorize vocabulary learning strategies Additionally, previous studies have explored diverse objectives, target populations, data collection methods, research locations, and various influencing factors related to vocabulary acquisition.
This chapter outlines the methodology employed for data collection in this study, beginning with a description of the research setting and the research questions It also provides details about the subjects involved in the study Additionally, the chapter includes an overview of the data collection procedure, specifically focusing on how the questionnaires were distributed.
Research Setting
A study conducted at Thanh Liem C High School focused on 25 talented English language students, selected based on their academic achievements These gifted students are required to participate in an annual contest, making it crucial for them to study effectively and apply appropriate learning strategies to excel in their exams.
Students learning English demonstrate strong cognitive abilities and a keen enthusiasm for the language They possess an extensive vocabulary and employ various vocabulary strategies to enhance their learning experience Consequently, many of these students have excelled, earning prestigious awards in the annual competition for gifted learners.
Participants
The study focuses on 25 talented English language students from Thanh Liem C High School in Ha Nam, comprising both male and female participants aged 15 to 17 These students have completed five years of English education at the secondary level and have a total of seven years of English study, which aligns with the national curriculum requirements.
Most participants began learning English at the age of ten and regard it as their favorite subject These talented students achieved high scores on their high school entrance exams The accompanying table provides a summary of the participants' background information, including gender, age, and grades as assessed by their teacher.
Table 3.1 Information of the participants
The selection of these talented students was based on two key factors Firstly, the group comprised students from specific classes who excelled academically, particularly in mathematics and English, demonstrating their intelligence and aptitude for studying the English language.
Secondly, all the students had received formal English instructions for
5 years at secondary school, some of them won prizes in competitions for excellent students previous years and they were supposed to have good knowledge of English words and sentences.
Data collection instrument
Data collection methods include questionnaires, interviews, and observations, each with unique advantages and disadvantages The researcher selected questionnaires due to their popularity, ease of preparation, and ability to reach a large number of subjects Additionally, the data gathered through questionnaires is relatively straightforward to tabulate and analyze.
(Brown,1995) In addition, questionnaires are generally used in collecting data from respondents about behavioral questions such as what they are doing or have done in the past (Dửrnyei 2003)
The survey utilized a 40-item questionnaire grounded in Schmitt's Taxonomy for vocabulary learning strategies, recognized for its comprehensive nature and alignment with the researcher's study objectives.
The questionnaire is based on Schmitt's (1997) Discovery and Consolidation Strategies and includes 40 items categorized into five vocabulary learning strategy types: Determination, Social, Memory, Cognitive, and Metacognitive strategies The responses will be analyzed by calculating the percentage of each strategy group, following Schmitt's Taxonomy for vocabulary learning strategy classification.
Discovery strategies for understanding new words encompass a 15-item questionnaire The first six statements focus on gathering information about determination strategies for discovering meanings, while statements seven to fifteen pertain to social strategies.
25 statements of Consolidation strategies describe how the students consolidate a new word such as Memmory strategies (12 statements), Cognitive (8 statements) and Metacognitive strategies (5 statements )
A 40-item questionnaire was administered to assess the frequency of vocabulary learning strategies employed by gifted English students Participants were instructed to indicate their usage of these strategies by marking (√) in the appropriate columns (see Appendix).
The following scales were used to indicate the frequency of the usage of each strategy:
The researcher gathered and analyzed data to rank various strategies based on their popularity In the accompanying table, the most popular strategy is indicated with a "1," while subsequent numbers represent strategies with decreasing frequency of use.
Method in Language Learning Strategy Research
Research methods are essential procedures that researchers follow to achieve the objectives of their studies (Johnson, 1977) Intaraprasert (2000) emphasizes that these methods are crucial for understanding the language learning strategies used by learners However, Cohen and Scott (1996) note that no single research method is flawless, with established methods having their limitations Robson (1993) highlights the variety of methods available for investigating how students employ learning strategies to address language challenges and improve their skills Ultimately, researchers must consider the primary goals of their studies when selecting an appropriate method.
The researcher conducted exploratory research to investigate the vocabulary learning strategies employed by talented English language students at Thanh Liem C High School Her goal was to identify the most and least popular strategies, which would provide a clearer understanding of the issue at hand The findings of this study will serve as preliminary information, aiding in the definition of problems and guiding future research efforts.
This study examines the quantitative differences in comprehensive high school students' responses to vocabulary learning strategies Recognizing that vocabulary acquisition is integral to language learning, the research employs a written questionnaire to adapt established language learning strategies specifically for vocabulary development.
Data collection procedure
The data collection procedures involved the following steps:
The initial phase involved a comprehensive literature review on language learning strategies to gain familiarity with the topic Data collection was conducted using a questionnaire in English, featuring 40 items categorized into five strategy types adapted from Schmitt’s Taxonomy (1997): Determination, Social (Discovery), Social (Consolidation), Memory, Cognitive, and Metacognitive, tailored to fit the study's subjects.
2.The questionnaires were approved and improved by the advisor There were some parts to be readjusted and rewritten
During a single class period, 25 students completed a 40-item questionnaire introduced by the researcher, who provided clear explanations for each item The completed questionnaires were collected immediately after the respondents finished answering them.
Out of the distributed 40 questionnaire items, 100% of students responded, allowing for a comprehensive analysis of their answers The strategies that students frequently employed, indicated by high usage percentages, were identified as the most popular, while those rarely used received high percentages, marking them as the least popular strategies.
CHAPTER FOUR : FINDINGS AND DISCUSSION
The analysis of questionnaire data aimed to determine the frequency of vocabulary learning strategies employed by high proficient English language students at Thanh Liem C High School It focused on identifying which strategies are most and least commonly used, categorizing them into "always" and "often" for frequent use, and "seldom" and "never" for infrequent use.
Findings
Discovery strategies
In Schmitt's (1997) taxonomy, strategies of determination are closely associated with the process of discovering new words and their meanings These strategies are essential for learners when encountering unfamiliar vocabulary.
A significant 64% of students consistently rely on context to infer the meanings of new words, while 12% often use this strategy However, a notable portion, 52% and 56%, seldom or never analyze adjectives The use of analyzing parts of speech and examining affixes and roots is minimal, with only 16% of students employing these methods Additionally, a small percentage frequently analyze available pictures and gestures (8%) and parts of speech (12%) when discovering new vocabulary.
A significant 56% of students typically utilize bilingual dictionaries, while 32% prefer monolingual dictionaries, highlighting their effectiveness as learning tools Both types of dictionaries serve as valuable resources, enabling learners to expand their vocabulary through detailed explanations and illustrations for each entry.
Table 4.1 Determination Strategies used by the talented students
Ranking Categories Strategies Frequency of use
1 DET Guessing its meaning from the context 64% 12% 16% 8% 0%
4 DET Analysing affixes and roots 16% 16% 32% 20% 16%
Analysing any available pictures or gestures
Analysing part of speech (e.g noun, verb or adjective)
The following chart represents the views of the students, when asked about the their vocabulary learning strategies
Table 4.2 Social strategies used by the talented students
Ranking Categories Strategies Frequency of use
1 SOC learning words from the mass media such as newspaper, magazines, radio, songs, TV programmes or films
2 SOC learning words from word lists or glossary 64% 8% 12% 12% 4%
3 SOC Asking classmate for meaning 40% 16% 24% 8% 12%
Discovering new meaning through group work activities
5 SOC Asking teacher for a sentence including new word; 20% 12% 32% 20% 16%
6 SOC Asking teacher for a L1 translation of new word 0% 16% 28% 24% 32%
8 SOC speaking with non-native 0% 0% 0% 12% 88%
9 SOC interacting with native speakers 0% 0% 0% 4% 96%
A recent study revealed that 80% of students prefer learning vocabulary through mass media—such as newspapers, magazines, radio, songs, TV programs, and films—while 64% favor using word lists or glossaries This preference suggests that students find mass media a more relatable and accessible way to acquire new vocabulary, aligning with their everyday activities The popularity of these strategies among participants may stem from a previous educational system that emphasized teacher-centered methodologies As a language teacher, the researcher views this inclination as a hallmark of effective language learners.
In a recent study, only 40% of students utilized the strategy of asking classmates for meanings, while a mere 8% engaged in discovering new meanings through group work activities This low reliance on social strategies may stem from younger students not associating social skills with vocabulary acquisition Additionally, 56% of the 25 participants reported rarely or never asking teachers for a first-language translation of new words, indicating a preference for social learning over teacher reliance.
A significant number of students reported not utilizing strategies such as "interacting with native speakers" or "speaking with non-native speakers," with both categories showing 0% usage This indicates a lack of opportunities for students to engage with foreigners, as 96% and 88% of students never practiced these methods to discover new vocabulary Despite the benefits of communicating with native speakers for vocabulary enhancement, only 12% of students occasionally engaged in this practice, highlighting the need for increased opportunities to interact with foreign teachers, which could greatly enhance their English language skills.
Consolidation strategies
Altogether 12 sub-strategies were mentioned for memorizing new vocabulary The analysis here was more detailed: first, the overall results were calculated and all of the students were ranked, the results were calculated for each group of students and finally, the number of strategies students applied were also counted Considering all the students, the following list in Table 4.3 shows the strategies for memorizing new vocabulary from the most popular one to the least popular
Table 4.3 Memory strategies used by the talented students
Ranking Categories Strategies Frequency of use
1 MEM learning the words of an idiom together 60% 24% 12% 8% 0%
2 MEM making a note of the new word on the handout (underline, add L1)
3 MEM grouping words together to study them 40% 20% 12% 16% 12%
Ranking Categories Strategies Frequency of use
5 MEM saying the word aloud 20% 28% 12% 20% 20%
6 MEM studying the pronunciation of the word 20% 16% 20% 24% 20%
7 MEM learning vocabulary in short phrases 28% 20% 16% 20% 16%
8 MEM Studying word in a dictionary 20% 16% 24% 20% 20%
9 MEM studying the spelling of the word 24% 16% 20% 24% 16%
10 MEM putting new words into sentences 12% 16% 20% 20% 24%
11 MEM putting the new word down with its pronunciation
12 MEM writing vocabulary in context, adding new words with a definition, synonym or collocation
A significant portion of students frequently employs strategies such as "learning the words of an idiom together" (60%) and "making a note of the new word on the handout" (56%), making these the most popular methods for vocabulary acquisition Conversely, the strategy of "putting new words into sentences" is rarely utilized initially, yet it proves crucial for memorization Other common strategies include "grouping words together" (56%) and "associating them with similar words in L1" (40%) While 48% of students often say new words aloud, only 28% focus on their pronunciation, with 44% seldom or never engaging in this practice, suggesting a possible lack of emphasis on pronunciation in their education Additionally, although many students make notes on handouts (56%) and group words for study (40%), fewer learn vocabulary in short phrases (28%) or incorporate new words into sentences (12%), and even fewer write vocabulary in context or add definitions, synonyms, or collocations (4%).
“putting new words into sentences” and “writing vocabulary in context” or
Incorporating new vocabulary through definitions, synonyms, or collocations is among the least utilized strategies by learners This trend suggests that strategies requiring greater active engagement from students tend to be less frequently adopted.
4.1.2.2 Cognitive strategies ( COG) Table 4.4 Cognitive strategies used by the talented students
Ranking Categories Strategies Frequency of use
2 COG Taking note in class 42% 20% 24% 4% 0%
4 COG Using the vocabulary section in the textbook 40% 20% 28% 8% 4%
Ranking Categories Strategies Frequency of use
6 COG making an effort to use in speaking 36% 24% 20% 8% 12%
7 COG making an effort to use in writing 24% 16% 24% 24% 12%
Interacting with natives and try to use new words
Students predominantly utilize cognitive strategies for learning, with 88% of participants consistently keeping a vocabulary notebook to record new words This indicates a preference for writing down useful information, as written notes enhance memory retention.
In a study on vocabulary acquisition, it was found that both "using the vocabulary section in the textbook" and "studying words through talking to classmates" were employed by 40% of participants, indicating a potential lack of time spent on consolidating new vocabulary Furthermore, only 36% and 24% of participants consistently made an effort to use new words in speaking and writing, often relying on repetition Contextualized learning, provided by textbooks, is essential for helping students grasp the meanings of unfamiliar words and understand their usage in relation to other words, ultimately enhancing their vocabulary retention.
The least utilized cognitive strategy among students is social interaction with native speakers, highlighting a trend of avoidance in employing such strategies A staggering 64% of students never attempt to use new vocabulary in speaking and writing, while 28% do so only seldom, and only 0% consistently engage in this practice.
Metacognitive strategies significantly enhance learning by engaging learners with various English resources, fostering both interest and motivation Examples of these strategies include listening to English songs and news broadcasts, as well as memorizing vocabulary from English magazines Additionally, studying words through English media such as television programs and the Internet can further support language acquisition.
Table 4.5 Metacognitive strategies used by the talented students
Ranking Categories Strategies Frequency of use
Studying words through English language media : television programs, Internet, English songs,…
2 MET Continuing to study word over time 48% 8% 24% 16% 4%
3 MET practicing time scheduled and organized 32% 12% 20% 20% 16%
4 MET Testing oneself with word tests 24% 12% 24% 16% 24%
5 MET Skiping or passing new words 20% 16% 24% 12% 28%
Utilizing English language media in metacognitive language practice is essential for vocabulary enrichment and retention Mass media, including television, radio, newspapers, magazines, stories, and songs, serves as an informative and effective resource for students Therefore, students are consistently encouraged to engage with these media forms to enhance their language skills.
Advanced students tend to skip new words and invest less time in studying them over time, resulting in reduced self-testing frequency Notably, 48% of the 25 participants consistently employed the strategy of ongoing word study, which is crucial for effective revision This approach involves repeatedly rewriting words and practicing their pronunciation, enhancing retention and mastery.
Surprisingly, only 48% of students report that their practice time is scheduled and organized, while 32% seldom or never utilize it Research indicates that vocabulary knowledge is more closely linked to reading comprehension than other reading components Additionally, even proficient metacognitive strategies in a first language may not benefit second language reading until a solid language foundation is established.
This research thoroughly examines the vocabulary learning strategies employed by gifted students in English language classes at Thanh Liem C High School, highlighting the specific techniques they utilize to acquire English vocabulary effectively.
It was demonstrated that learning new words is a complex process and the students need to use many strategies in order to remember the meaning of the words
Determination strategies for vocabulary acquisition often favor context clues and bilingual dictionaries over monolingual dictionaries due to time constraints While monolingual dictionaries may require more time, they are recommended for students as they promote repeated practice and deeper understanding of words Once students become accustomed to using monolingual dictionaries, they can find this strategy particularly beneficial, especially for English majors.
In the context of social strategies for language learning, it was found that over half of the students seldom or never utilized these methods, with only a few employing them regularly The most commonly used strategies included learning vocabulary from mass media sources such as newspapers, magazines, radio, songs, TV programs, or films, as well as from word lists or glossaries Conversely, strategies like requesting L1 translations from teachers, interacting with native speakers, and conversing with non-native speakers were utilized the least, likely due to students' hesitance to seek help Although students express a desire to engage with native speakers, limited opportunities hinder this interaction, contributing to the underutilization of such strategies Additionally, discovering new meanings through group work and asking teachers for example sentences were also infrequently practiced by the students.
Students often lack extra time for additional activities, as they typically finish school and return home, where many prefer to study independently.
In terms of Memory strategies, the students were discovered to employ the strategy of oral repetition and creating mental images most often
Effective vocabulary acquisition strategies involve connecting new words to existing knowledge through pronunciation, contextual writing, and incorporating definitions, synonyms, or collocations Notably, a significant number of students utilized written repetition and verbal recitation to enhance memory retention However, challenges emerged as 28% of students struggled to construct sentences with new vocabulary, and 12% faced difficulties in contextualizing words with definitions or synonyms This data suggests that students may have trouble creating meaningful sentences and paraphrasing word meanings, highlighting areas for improvement in their vocabulary learning process.
Concluding remarks
This research presents a preliminary study on vocabulary learning strategies While it is part of a long-term investigation, initial conclusions can inform the development of an enhanced questionnaire for future research.
The research aimed to identify the most and least popular vocabulary learning strategies employed by talented students in the English language program at Thanh Liem C High School.
The result showed that these talented students paid attention to using vocabulary learning strategies to get better achievement, which is definitely a positive finding
Among the various discovery strategies employed by students, guessing from context emerged as the most favored method Additionally, other effective strategies included learning vocabulary from word lists or glossaries, utilizing bilingual dictionaries, and studying words through English-language media such as television programs, the internet, and English songs, all of which received significant support in terms of popularity.
The least popular strategies for language analysis included examining available pictures or gestures, analyzing parts of speech such as nouns, verbs, and adjectives, and interacting with both native and non-native speakers These methods received low usage percentages, indicating that they are not frequently employed in language learning practices.
Effective consolidation strategies for vocabulary acquisition include learning idiomatic expressions collectively, highlighting new words on handouts (such as underlining and adding translations), maintaining a vocabulary notebook, and engaging with English language media like television programs, websites, and songs.
The study revealed that students often neglect essential social and metacognitive strategies for language learning, such as engaging with native speakers, analyzing parts of speech, writing vocabulary in context, and incorporating new words with definitions or synonyms Consequently, these strategies received the lowest rankings in terms of popularity among the participants.
Research indicates that successful students often engage with English through their interests, finding joy in real-life experiences such as listening to songs and watching movies in English This approach fosters sustainable progress in language learning, allowing students to improve their skills in a relaxed and enjoyable environment, rather than under classroom pressure.
As students enhance their language proficiency, strategies like requesting a teacher's translation of new words and noting down their pronunciation become less significant.
Students must adopt various strategies to improve their vocabulary learning and retention While the study revealed that participants were aware of certain strategies, they did not apply them effectively It is crucial to emphasize that true learning involves not just knowing a strategy but actively implementing it to enhance understanding and memory.
Implications
As for the pedagogical implications, the finding from the survey indicates that it will be necessary and beneficial for the students if various vocabulary learning strategies are employed
To enhance vocabulary acquisition, educators should implement diverse learning strategies that engage students effectively Encouraging the use of dictionaries and various learning resources can significantly aid in vocabulary development Additionally, assigning creative and engaging vocabulary tasks will inspire students and foster a more dynamic learning environment.
Based on the study's findings, English teachers have reached a consensus to implement vocabulary learning strategies tailored for gifted students The author plans to undertake action research to explore effective vocabulary learning strategies for a broader group of students.
Language learning strategies are essential tools for learners, and this study aims to support English teachers' pedagogical approaches It will provide valuable insights into how students process information and choose effective vocabulary learning strategies to improve their language acquisition.
Teachers play a crucial role in enhancing the language skills of talented students by equipping them with effective strategies tailored to their proficiency levels By focusing on appropriate learning techniques, educators can help these students excel in their exams and achieve their academic goals Proper training in language learning strategies is essential for maximizing students' potential and ensuring they attain high marks.
Incorporating strategies such as writing vocabulary in context and adding new words along with their definitions, synonyms, or collocations is essential in the classroom These methods help students become proficient in constructing sentences and writing essays Talented students who excel in English language selection are more likely to achieve higher scores when they possess strong writing skills.
This exploratory study investigates the vocabulary learning strategies employed by students A questionnaire served as the sole data collection instrument, with participants self-reporting their responses Consequently, the findings reflect the students' personal insights into their vocabulary acquisition methods.
The data collection relied solely on a questionnaire, which may not accurately represent reality, as students might have hastily selected answers without thoroughly reading the questions.
The research involved a small sample of 25 high-achieving students from Thanh Liem C High School, indicating that this preliminary study has limitations in both its content and methodology.
Third, this research was only studied in a small scale, it is only focused on vocabulary learning strategies without other skills, such as reading, speaking writing, etc.
Recommendations for further research
The results can be deliberately applied to support students‟ English learning especially at Thanh Liem C high school
To enhance understanding of students' vocabulary learning strategies, data collection methods should incorporate open-ended questions in questionnaires, allowing students to provide detailed and valuable insights.
Additional research will be conducted on essential skills such as reading, speaking, and listening, enabling English teachers at the researcher's school to gain a comprehensive understanding of their students' English learning and teaching processes.
In the future, the researcher plans to explore vocabulary learning strategies among a large group of students to identify differences in their approaches This analysis will enable her and her colleagues to tailor teaching methods that better meet the needs of their students.
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PART 1: The Student’s Personal Background
Please provide the information about yourself by circling the choices given or write the response where necessary:
2 Gender (circle the answer): Male Female
3 You are studying in Grade : 10 11 12
4 Year of study at your school:
5 Number of years studying English:
6 Do you think English is : (You can choose more than one) easy difficult interesting useful boring useless others (please specify) ……….…
7 Your English ability is: poor/weak moderate good/very good
8 Number of years taking part in English language selection: 1 2 3
PART 2: Vocabulary Learning Strategies Questionnaire
A Survey of Vocabulary Learning Strategies
The Vocabulary Learning Strategy Questionnaire (VLSQ) aims to collect data on the methods you employ to learn English vocabulary Specifically tailored for students learning English as a foreign language, the VLSQ includes various statements about vocabulary learning strategies Please read each statement attentively and indicate your level of agreement by marking (√) in the corresponding box (5, 4, 3, 2, or 1) that best reflects your opinion on the strategies you utilize for acquiring English vocabulary.
Degree of frequency of Your Own Vocabulary Learning Strategy Use “Always” : you always or almost always use the strategy described in the statement
“Often” : you use the strategy described more than half the time
“Sometimes”: you use the strategy described in the statement half of the time
“Seldom” : you use the strategy described in the statement less than half of the time “Never” : you never use the strategy described in the statement
1 1 DET I guess its meaning from the context
2 2 DET I analyse part of speech (e.g noun, verb or adjective)
3 3 DET I analyse affixes and roots
4 4 DET I analyse any available pictures or gestures
7 1 SOC Ask teacher for a L1 translation of new word
8 2 SOC I ask teacher for a sentence including new word;
9 3 SOC I ask classmate for meaning
10 4 SOC I discover new meaning through group work activities
11 5 SOC I interact with native speakers
12 6 SOC I speak with non- native
13 7 SOC I learn words from word lists or glossary
I learn words from the mass media such as newspaper, magazines, radio, songs, TV programmes or films
17 2 COG I take note in class
18 3 COG I use the vocabulary section in the textbook
19 4 COG I make an effort to use in writing
20 5 COG I make an effort to use in speaking
21 6 COG I interact with natives and try to use new words
23 8 COG I study words through talking to classmates
24 1 MEM I studying word in a dictionary
25 2 MEM I study the pronunciation of the word
26 3 MEM I associate the word with a similar one in L1
27 4 MEM I put new words in sentences
28 5 MEM I say the word aloud
29 6 MEM I learn vocabulary in short phrases