Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON ENGLISH VOCABULARY LEARNING STRATEGIES EM
INTRODUCTION
The rationale of the study
English has become a crucial international language in Vietnam, serving as the official language across various industries, including aviation, commerce, science, and technology Its significance is reflected in the educational system, where it is now a compulsory subject Learning vocabulary is fundamental to mastering English, akin to laying the foundation of a house Despite numerous strategies available for vocabulary acquisition, many learners struggle to effectively enhance their vocabulary Consequently, even after years of study, they often resort to using basic words instead of the more complex vocabulary they have learned.
The quality of an article is significantly influenced by the choice of vocabulary English learners often struggle to select words that are both precise and suitable A key to mastering English is to build a strong vocabulary foundation Correct and appropriate word usage is essential for clear understanding Consequently, a limited vocabulary can severely hinder effective English communication.
This study investigates the vocabulary learning strategies used by first-year English major students at Hung Yen University of Technology and Education The research aims to identify the primary methods employed by these students in acquiring English vocabulary and to provide recommendations for enhancing their vocabulary learning strategies By focusing on these strategies, the study seeks to reinforce and improve the learning approaches for future English majors.
Aims of the study
This study explores effective strategies for learning English vocabulary, emphasizing the acquisition of meaning and word formation It highlights the benefits of grouping vocabulary by categories to enhance retention and understanding The aim is to provide insights into optimizing English vocabulary learning techniques.
1 Investigate English vocabulary learning strategies being used by first-year students at Foreign Faculty of Language, UTEHY
2 Find out the effects and limitations of these strategies may have on the first-year English majors‟ learning process
3 Give some suggestions to improve the use of vocabulary learning strategies for the first-year English majors at UTEHY.
Research questions of the study
To achieve the aim of the study, the researcher tries to find the answers for following questions:
1 What extents some vocabulary learning strategies that are being used by first- year English major students at UTEHY?
2 What are some effects and limitations of vocabulary learning strategies that are being used by first-year English major students at UTEHY?
3 What are some suggestions to improve the use of vocabulary learning strategies for the first-year English majors at UTEHY?
Scope of the study
Acquiring vocabulary is crucial for mastering the English language This study targets first-year English major students at UTEHY, who have developed effective strategies for remembering and utilizing vocabulary Their knowledge and skills in vocabulary acquisition make them the ideal subjects for this research.
Methods of the study
The method consists of two parts: quantitative and qualitative
After completing data collection and analyzing the questionnaire results, interviews were conducted to address specific issues These interviews aimed to clarify why learners selected particular strategies and to understand their perceptions of the advantages and disadvantages associated with these different approaches.
Design of the study
This study consists of four chapters and Chapter 3: The study is the most important part
This part introduces the rationale, aims, research questions, scope, research methods, and the design of the study
This chapter reviews the theoretical background of every matter mentioned in the title of the study related to vocabulary
This chapter analyzes the vocabulary learning situation of first-year English major students at UTEHY, highlighting key findings and discussions It also offers suggestions and recommendations aimed at enhancing students' vocabulary skills.
The last chapter summarizes the main points discussed in the paper, limitations of the study and suggestions for further study.
LITERATURE REVIEW
Language learning strategies
2.1.1 Background of language learning strategies
Over the past two decades, the focus in the field of language acquisition has shifted from teachers to learners, emphasizing the importance of understanding how learners process and retain new information This change has led researchers to prioritize the exploration of language learning strategies (LLS) that facilitate foreign language acquisition, highlighting the critical role of strategy training in enhancing learners' ability to understand and remember new data.
Research into Language Learning Strategies (LLS) began in the 1960s, heavily influenced by cognitive psychology Initial studies focused on identifying the practices of successful language learners, as noted by Rubin and Wenden (1987) Aaron Carton's 1966 study, "The Method of Inference in Foreign Language Study," marked the first significant exploration of learner strategies Following this, Rubin's 1971 research specialized in the strategies of successful learners, suggesting that these strategies could benefit less successful learners Rubin categorized these strategies based on their direct or indirect contributions to language acquisition Subsequent research by Wong-Fillmore (1976), Tarone (1977), Naiman et al (1978), Cohen and Aphek (1981), Wenden (1982), Chamot and O'Malley (1987), Politzer and McGroarty (1985), and Conti and Kolsody (1998) further examined the strategies employed by language learners during foreign language acquisition.
Research on learning strategies, especially in the context of language acquisition, is gaining significant traction However, linguists have yet to reach a consensus on the definitions of these learning strategies.
Learning strategies are essential mental processes that learners utilize to acquire and use a target language, as defined by Nunan (1991) While Nunan emphasizes these strategies as purely mental, Richard et al (1992) expand the definition to include intentional behaviors and thoughts that aid learners in understanding, remembering, and learning new information Similarly, Weinstein and Mayer (1986) highlight that these strategies are purposeful and aim to facilitate learning by influencing the learner's motivation and the methods they use to select, acquire, organize, and integrate new knowledge.
Oxford (1990:8) defines learning strategies as “specific actions taken by the learner to create learning easier, faster, more enjoyable, more self-directed, more effective and more transferable to new situation.”
Learning strategies, as defined by Ellis (1997:76), refer to the specific techniques or approaches that learners use to acquire a second language (L2) These strategies can be categorized as either behavioral or mental and are generally focused on solving problems encountered during the learning process.
Rubin (Wenden and Rubin, 1987) defines learning strategies as the various operations, steps, plans, and routines that learners utilize to enhance the acquisition, storage, retrieval, and application of knowledge Essentially, these strategies encompass the actions learners take to discover information and manage their learning effectively.
Learning strategies, as defined by O'Malley and Chamot (1990), are unique methods for processing information that improve comprehension, learning, and retention These strategies encompass specific thoughts and behaviors that individuals employ to better understand and remember new information.
Learning strategies are understood through various lenses, including cognitive, social, and pragmatic perspectives As a result, researchers have focused on developing a taxonomy of these strategies instead of providing a singular definition This approach highlights the complexity and diversity of learning strategies in educational research.
The definition of vocabulary
Vocabulary encompasses the understanding of words and their meanings, including their sound, written representation, and communication of meaning Mastering a word involves grasping not just its definition, but also its register, associations, collocations, grammatical behavior, and both written and spoken forms This comprehensive understanding of a word's properties is referred to as "word knowledge" (Schmitt 2000: 5).
Mastering a word's meaning extends beyond dictionary definitions; it involves understanding the connection between the word and its referent, which can include people, things, actions, and situations (Schmitt, 2000) While dictionary meanings provide fundamental elements, a word's significance can vary across contexts, reflecting different registers in daily life This variation highlights the importance of the relationship between content, sender, receiver, situation, and purpose (Carthy, 1990) For instance, the word "pet" typically refers to a domesticated animal for companionship, but in informal contexts, it can also denote a person whom one likes or loves.
Word association involves the relationships between words, with each belonging to specific word families According to Aitchison (2003: 86-100), there are four primary categories of association The first is coordination, where words of the same level, such as "apple" and "orange," cluster together, including opposites like "full" and "hungry." The second category, super ordination, refers to broader terms that encompass more specific ones; for example, "animal" can evoke associations with "tiger" and "lion." The third category is synonymy, which groups words with similar meanings, such as "happy" and "glad." Lastly, collocation describes how certain words commonly pair together, as seen in phrases like "salt water."
According to Nation (1990: 35-36), words have two forms: written and spoken The written form pertains to spelling, while the spoken form relates to pronunciation Additionally, the frequency of a word's usage is crucial for understanding its meaning Therefore, both teachers and learners should adopt a comprehensive approach to mastering vocabulary, employing various strategies to achieve full command of words.
Vocabulary Learning strategies
2.3.1 Definition of vocabulary learning strategies
In the realm of language learning strategies, there is currently no formal definition for vocabulary learning strategies This absence of a specific definition may be unnecessary, as vocabulary learning strategies fall under the broader category of language learning strategies, which are integral to overall learning strategies.
With reference to the definitions of learning strategies mentioned above, in this research, following Oxford (1990:8), the working definition of vocabulary learning strategies is as follows:
Vocabulary learning strategies are targeted actions, either behavioral or mental, that enhance the process of acquiring new words, making it more efficient, enjoyable, and applicable to various contexts These strategies fall under the broader category of language learning strategies, which are integral to overall learning approaches.
Schmitt (1977) highlights the increasing significance of strategy use in English learning, emphasizing the learner's active role in the educational process Nation (2001: 217) notes the challenges in defining a strategy, but asserts that for a strategy to warrant a teacher's attention, it must meet certain criteria.
involve choice, that is, there are several strategies to choose from
be complex, that is, there are several steps to learn
require knowledge and benefit from training
increase the efficiency of vocabulary learning and vocabulary use
Effective vocabulary learning requires learners to not only understand various strategies but also to master them Nation (2001) provides a comprehensive classification of vocabulary learning strategies, highlighting the importance of these techniques in enhancing language acquisition.
Effective vocabulary learning begins with careful planning, where learners must define their vocabulary goals and select words that align with these objectives It's essential for learners to develop a clear strategy for identifying which vocabulary to focus on and where to source it Additionally, concentrating on specific aspects of a word—primarily its meaning, but also its form for listening and writing—can enhance the efficiency of the learning process Utilizing diverse strategies further supports this targeted approach to vocabulary acquisition.
The second vocabulary learning strategy involves utilizing various sources to effectively tackle new and unfamiliar words Learners can enhance their understanding by analyzing word parts, as familiarity with stems and affixes helps to identify connections between related terms, validate contextual guesses, and reinforce the relationship between form and meaning Additionally, appropriately consulting reference materials and drawing parallels can significantly aid in vocabulary acquisition.
The third vocabulary learning strategy focuses on establishing vocabulary knowledge through effective processes This includes techniques for remembering words and making them accessible for use One common method is noticing, which serves as an essential initial step for deeper engagement with vocabulary Retrieving information enhances the connection between cues and the knowledge recalled, proving to be more effective than mere noticing Additionally, generating the word represents an advanced stage in the learning process, facilitating a deeper understanding and retention of vocabulary.
2.3.2 Some vocabulary learning strategies from other studies
Research has identified the most commonly employed vocabulary learning strategies among students In a study involving Chinese EFL postsecondary students in Hong Kong, Lip (2009, p 77) revealed that certain vocabulary learning strategies are both frequently used and deemed highly effective.
spelling the word in the mind repeatedly;
analyzing the word by breaking down the sound segments;
remembering words by doing a project;
asking classmates for the meaning of the word.”
A study conducted by Shiwu (2005) on EFL learners in Taiwan revealed that students across various age groups and proficiency levels predominantly utilize electronic dictionaries, especially bilingual ones, and often deduce word meanings through contextual clues.
A study by Subekti and Lawson (2007) highlights that Indonesian postgraduate students commonly utilize strategies such as dictionary use, contextual understanding, and repeated pronunciation to learn new vocabulary O'Malley and Chamot (1995) categorize second language learning strategies into three main types: metacognitive, cognitive, and social/affective Their research identifies selective attention, preparation, self-management, repetition, note-taking, imagery, and translation as the most frequently employed cognitive strategies, while social/affective strategies, including cooperation and seeking clarification, are used less often.
THE STUDY
Introduction
This chapter discusses the method used by the researcher to collect and analysis data from different students at Faculty of Foreign Language, UTEHY
The context of the study
With a faculty of five lecturers teaching predominantly Russian modules, the Faculty of Foreign Languages was founded and formed as a core theory organization in
1992 The Faculty of Foreign Languages was merged with the Faculty of Basic Science in
2003, and the Faculty of Basic Science was given the task of teaching basic English and technical courses
In December 2007, the Department of Foreign Languages transitioned to the School of Foreign Languages, following a decision by the Rector of Hung Yen University of Technology and Education to separate it from the College of Basic Science This faculty was established and developed to align with the growth of the institution and the demands of society.
Between 2008 and 2020, the faculty in the unit grew significantly to 27 members, enhancing both the quantity and quality of lecturers, including two doctors and two postgraduates.
The rest: 24 academics who have earned a master's degree (There are 21 English teachers, two Chinese instructors, and one lecturer teaches Vietnamese culture.)
Since the 2011-2012 academic years, a key responsibility for teaching college and graduate students has been removed, as the National Foreign Language Project Committee tasked the College of Foreign Languages with enhancing English proficiency and teaching methodologies for instructors at professional and vocational colleges In the northern region, this includes professional secondary schools Between 2017 and 2019, the School of Foreign Languages developed an intensive English program aligned with the project's objectives and also provided English arts instruction at training institutions.
University degree training in English Language (since 2007)
University-level training in Business English (2019)
University-level training in English Education (2020)
The school offers second-degree, college, and undergraduate programs in West Germanic languages, aligning with the University's objectives These programs are structured in installments, enabling students to balance their studies with work or other educational commitments.
The Faculty of Foreign Languages serves as a hub for innovating and enhancing teaching methods for foreign languages, focusing on a modern approach to English vocabulary acquisition, particularly in speaking skills for various organizations and countries.
The study
To gain the data for the study, fourty eight (48) students of first year English majors at
Faculty of Foreign Language, UTEHY were given survey questionnaire to fill up with their own answer honestly and objectively And 10 students were participated in the interview.
Data Collection Instrument
The primary data collection instruments utilized in this study include a survey questionnaire (Appendix 1) designed for first-year English major students and a concise five-question interview (Appendix 2) The survey was completed by 48 participants, enabling the author to effectively gather essential data for analysis This combined approach enhances the quality of the results obtained.
The use of both quantitative and qualitative methods enhances data collection, allowing for easier summarization, analysis, and reporting, as all participants respond to the same questions Additionally, the questionnaire provides a confidential platform for participants to express their attitudes towards learning translation skills without revealing personal information.
The survey questionnaire was designed for students with three parts The main contents of questionnaire include four parts with six questions:
Part 2: Investigate English vocabulary learning strategies being used by first-year students at Foreign Faculty of Language, UTEHY (included three questions)
Part 3: The effects and limitations of these strategies
Part 4: Some suggestions to improve the use of vocabulary learning strategies
Due to the stress caused by the Covid-19 pandemic, the researcher developed an online survey for first-year students at FFL The survey link was distributed, resulting in 40 responses on the first day and an additional 8 responses the following day.
In April 2021, data was collected from students at the Faculty of Foreign Language, UTEHY The researcher obtained permission by communicating with the monitors of three classes to explain the purpose of the study.
To create effective questionnaires for design students, the researcher has adapted similar statements with language modifications to suit the respondents The questions are structured to ensure respondents feel comfortable expressing their opinions These statements focus on the respondents' positive and negative attitudes toward group work activities and their impact on vocabulary learning, particularly in speaking classes Participants are required to select and mark the appropriate option for each statement.
The researcher also use own data while observing some classes to assess the use of group working activities and its importance in learning vocabulary especially for speaking classroom.
Data analysis and discussion
This study utilizes the mean score to analyze the collected data, defined as the total sum of responses divided by the number of respondents (X = ∑X/n) (Seliger and Shohamy, 1989) Each item's mean represents the average score, calculated by summing all scores and dividing by the total number of subjects The mean reflects the typical performance of a group on a specific task, enabling researchers to condense large datasets into meaningful insights Ultimately, the mean offers a comprehensive overview of the group's overall performance.
This questionnaire is mainly designed to diagnose the students‟ evaluation of their skills and the awareness of vocabulary learning strategies in the English language
Second, it also attempts to investigate their actual state of learning in terms of the use of vocabulary learning strategies
Given the impossibility to conduct the research on the whole population under investigation, we have administered the questionnaire to the second English majors students belonging to different options
In late April 2021, a questionnaire was conducted at the Faculty of Foreign Language, UTEHY, involving 48 participants who completed the survey through Google Forms.
Embracing student diversity is essential to eliminate bias in our approach A questionnaire was distributed to 48 students over half a day, with 40 responses received on the same day and an additional 8 returned a few days later The questionnaire was conducted in a friendly and relaxed atmosphere, ensuring that the questions were clear and accessible, which facilitated accurate and thoughtful responses from the students.
The self-completed questionnaire designed for this research includes dichotomous questions (yes/no), multiple-choice options, and open-ended questions inviting students to share their opinions or explanations The questions are organized under four key headings, each addressing specific variables and aspects of the study.
The interview process involves five questions posed to two groups of three students each, totaling six participants The researcher will conduct identical interviews with both groups, and the responses will be aggregated for analysis All answers will be recorded for further evaluation.
Data analysis
Graphic 1: How important is English vocabulary to your language learning?
The initial question in the survey addresses the significance of English vocabulary in language learning Vocabulary is a vital component when acquiring a second language alongside your native tongue Even with strong reading comprehension and fluent speaking skills, a robust vocabulary remains essential for effective and smooth language use.
The table 1 proves all theory above It‟s also indicated in the Graphic 1 that 50% or
A survey revealed that 25 respondents (50%) consider English vocabulary to be very important in language learning, while 27.1% (13 respondents) deem it important and 18.8% (9 respondents) view it as quite important Only 2 respondents find vocabulary not very important, and none believe it to be completely unimportant This indicates that a strong vocabulary foundation boosts confidence in communicating effectively in English.
For the questions number 2: How many hours do you spend on learning English vocabulary?
Graphic 2: How many hours do you spend on learning English vocabulary?
The graphic indicates that a significant majority of first-year English major students in our FFL study spend less than 30 minutes daily on vocabulary acquisition, with only a small percentage dedicating at least 30 minutes Vocabulary learning is inherently slow and requires repeated exposure to new words and phrases for effective retention Increasing exposure through extensive reading and listening is crucial, as it facilitates incidental learning, which mirrors how native speakers acquire vocabulary However, second language learners may need to supplement incidental learning with intentional methods, such as using word lists, vocabulary books, or maintaining a vocabulary notebook for effective review.
Graphic 3: How often do you use these strategies in your English vocabulary learning process?
In response to question number 3 regarding the frequency of strategy usage in English vocabulary learning, the data presented in Table 5 and Graphic 5 indicates that a significant majority of students consistently employ these vocabulary learning strategies, with up to 70 percent reporting they always use them Conversely, only a small percentage of students indicate that they often or sometimes utilize these strategies It is evident that consistent practice and proper application of these effective strategies can greatly enhance vocabulary acquisition among students.
Let us come to the question number 4: How effective are these strategies in your English vocabulary learning process?
1st 2nd 3rd 4th 5th
The frequency of using vocab learning strategies always Usually often sometime never
Graphic 4: How effective are these strategies in your English vocabulary learning process?
Graphic 5 illustrates the effectiveness of various vocabulary learning strategies Notably, project-based learning, which involves remembering words through projects, shows an impressive 85% effectiveness in enhancing vocabulary acquisition Another effective method is constructing sentences or examples, which has a 75% effectiveness rate Additionally, seeking clarification from classmates about word meanings is also a beneficial strategy These three approaches are not only the most effective but are also the preferred choices among students aiming to improve their vocabulary skills Now, let's address the question: What challenges do you face in learning vocabulary?
The 1st The 2nd The 3rd The 4th The 5th
Not effective at all Not very effective Normal
Graphics 5: Difficulties in English vocabulary learning
According to Table 5 and Graphic 5, students face significant challenges in learning English vocabulary, primarily due to three reasons: a lack of practice opportunities (37.4%), the overwhelming number of words to memorize (26.2%), and difficulty in pronouncing words accurately like native speakers (28%).
The last survey question is also the suggestions on vocabulary learning strategies you want to learn in your class at UTEHY
Graphics 6: Suggestions for English vocabulary learning strategies
According to Graphic 6, 61% of respondents believe that regularly engaging in vocabulary-related projects is the most effective way to learn vocabulary, while 33% prefer watching English movies Combining these two strategies can enhance vocabulary acquisition and retention.
Pratice Word Pronunciation Strategy Time
Flashcards Movies Asking Projects Dictionary
English major students at FFL, UTEHY can enhance their vocabulary through various effective strategies, enabling them to use English confidently and with fewer errors With the advancement of technology, traditional dictionaries are becoming less necessary; students can quickly look up unfamiliar words online for instant definitions Additionally, using flashcards is a valuable technique for improving vocabulary retention.
Interview results reveal that all three students in Group A find it highly beneficial to ask classmates for word meanings, whereas only one student in Group B prefers to remember words through sentence creation Additionally, two students from Group B expressed the belief that vocabulary learning strategies are not crucial for acquiring new words.
A student in Group A highlighted that employing a specific strategy can lead to a more efficient learning process, allowing for the acquisition of new vocabulary in less time In contrast, one student from Group B prefers to remember words through project work, while two others in the same group admitted to focusing solely on memorization, despite the time-consuming nature of this approach, as they struggle with learning English vocabulary effectively.
In response to question 2 during the interviews, all students in Group A reported frequently using English vocabulary learning strategies, whereas most students in Group B indicated they use these strategies only occasionally Notably, one student from Group B admitted to never employing vocabulary learning strategies The primary reasons cited by Group B students for this lack of strategy use include feeling inadequate in their English skills and a deficiency in effective learning techniques.
In a recent interview, all participants in group A agreed that vocabulary learning strategies significantly enhance their learning process In contrast, the majority of students in group B expressed that these strategies are not very effective, with one student asserting that they are entirely ineffective.
In response to question 4, two students from group A expressed that their main challenge is poor pronunciation, making it difficult for them to articulate new words like native speakers Another student in the same group mentioned struggling with word retention, leading to confusion during usage Meanwhile, all students in group B reported that their inability to identify effective vocabulary learning strategies contributes to their perception of vocabulary acquisition as a significant challenge.
To enhance vocabulary, students in group A recommend using flashcards and watching English movies, while group B emphasizes the importance of seeking help from friends or teachers when encountering difficulties They suggest that asking for assistance is the quickest way to understand new words during class Additionally, if no one is available to help, checking a dictionary and reading new vocabulary aloud multiple times can aid in retention.
Major findings
This chapter presents the discussion based on finding of the study
Part 1: Students’ attitude about the importance of English vocabulary to their language learning process
The research investigates students' attitudes toward the significance of English vocabulary in their language learning journey The findings indicate that a majority of students hold positive views on vocabulary acquisition, with survey responses showing that they consider it essential for studying English The data collected underscores that most students recognize vocabulary learning as a crucial component of mastering the English language Overall, the results highlight that students acknowledge the importance and necessity of vocabulary in enhancing their English proficiency.
Part 2: The strategies students using when study English
The study examined the frequency of vocabulary learning strategies employed by students in their English learning process It was found that students frequently use strategies such as repetitively spelling words in their minds, remembering vocabulary through project work, asking classmates for meanings, and creating sentences to reinforce memory Among these, the strategies of asking peers for definitions and constructing sentences proved particularly effective However, students also face challenges that hinder their learning, including limited opportunities for practice, difficulty remembering numerous words, poor pronunciation, an inability to identify suitable strategies, and insufficient time for study.
Part 3: Suggestion for English vocabulary learning strategies
The final question is some suggestions for English vocabulary learning strategies The
Regularly engaging in vocabulary-related projects is the most effective method for learning vocabulary, with 61% of respondents supporting this approach Additionally, watching English movies is favored by 33% of participants To enhance vocabulary acquisition for first-year English major students at FFL, UTEHY, it is essential to integrate these two strategies This combination will enable students to use English more fluently and confidently, reducing feelings of shame and minimizing mistakes.
Some advice for English vocabulary teachers
Based on reflections on seven strategies, English vocabulary teachers should consider student feedback from questionnaires and interviews Most students in Group A support the use of vocabulary learning strategies, while many in Group B find these strategies less effective Consequently, these strategies may benefit learners who excel in English, but may not be as helpful for those who struggle Teachers can tailor vocabulary instruction by assessing students' English learning abilities, categorizing strategies based on their usage, and applying different methods to meet the diverse needs of their students.
Many learners struggle with English vocabulary due to a lack of skills in selecting information and guessing word meanings These students often do not recognize the significance of autonomous learning and tend to seek the easiest methods for memorizing new words To support these learners, teachers can emphasize the importance of vocabulary learning strategies and introduce simple techniques that require minimal skills By fostering confidence in using these strategies, students can effectively enhance their vocabulary and overall language proficiency.
Students in Group A benefit greatly from English vocabulary learning strategies tailored to their preferences Teachers can implement various strategies based on individual learning styles; for instance, those who favor communication can engage in vocabulary-building activities during speaking classes with advanced speakers, including native speakers This approach facilitates easier acquisition of new words, enhancing the overall learning experience.
Summary
This chapter presents the study's findings to address the two research questions outlined in the introduction, along with recommendations for enhancing English vocabulary learning Additionally, the researcher will provide a conclusion, discuss the study's limitations, and offer suggestions for future research.
CONCLUSION
Summary of the study
This study explores learners' attitudes towards five English vocabulary learning strategies and their impact on the learning process It highlights that nearly all strategies, except for using word cards, are preferred by English major students at FFL, UTEHY, who excel in English learning The findings suggest that teachers should not only instruct students on these strategies but also tailor their guidance based on students' English proficiency While the study's conclusions may be limited, it identifies seven favored vocabulary learning strategies and provides valuable recommendations for educators Further research with more comprehensive materials is necessary for more definitive insights.
Limitation of the Study
Due to time constraints and the impact of the Covid-19 pandemic, the researcher could not survey a large number of English major students at FFL, resulting in a small sample size of only 107 participants Despite this limitation, the study focused on a detailed analysis of English vocabulary learning strategies to determine their relevance and effectiveness in speaking classrooms for both teachers and students The researcher aimed to ensure the study's objectivity and validity; however, some students were uncooperative, refusing to complete the survey as it was not part of their curriculum Additionally, many students were unfamiliar with the concept of "vocabulary learning strategies," necessitating an explanation to facilitate their participation in the survey.
Suggestions for further study
In the future, I aim to conduct research in this field by dedicating more time to prepare and administer survey questionnaires to a larger sample of students and teachers This approach will enhance the validity and effectiveness of the data collected Additionally, we plan to implement some suggestions in actual classes at the Faculty of Foreign Language, UTEHY.
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My name is Tran Thi Kim Anh, a student from class TAK15.1 at the Faculty of Foreign Language, Hung Yen University of Technology and Education (UTEHY) I am conducting a survey for my graduation research on "English vocabulary learning strategies employed by first-year students at UTEHY." Your participation in this questionnaire is crucial for the completion of my study, and I greatly appreciate your honest responses Please be assured that all information provided will be used solely for research purposes and will remain confidential, ensuring your anonymity in any discussions of the data.
At least, I would like to thank you so much for your help and cooperation!
How long have you been learning English? (year)
Please circle or tick each response or give short answers in the provided space to your view (please use either English or Vietnamese as possible)
1 How important is English vocabulary to your language learning?
2 How many hours do you spend on learning English vocabulary a day?
3 How often do you use these strategies in your English vocabulary learning process?
Learning strategies always usually often sometime never
Spelling the word in the mind repeatedly
Analyzing the words by breaking down the sound segments
Remembering words by doing a project
Asking classmate for the meaning of the word
Remembering words by making sentences/ example
4 How effective are these strategies in your English vocabulary learning process?
Learning strategies very effective effective normal not very effective not effective at all Spelling the word in the mind repeatedly
Analyzing the words by breaking down the sound segments
Remembering words by doing a project
Asking classmate for the meaning of the word
Remembering words by making sentences/ example
5 What are your difficulties in learning vocabulary?
Do not have chance to practice
Do not have time to learn (the reason is………)
6 Which suggestions on vocabulary learning strategies you want to learn in your class at UTEHY?
Asking for help (from friends or teachers) when you are stuck
Doing vocab-related projects regularly
Check dictionary, read aloud repeatedly when seeing a new vocab
Learn meaning during group work
Guess meaning from reading context