A study on the current situations and solutions to improve vocabulary learning strategies on the second year english major students at hung yen university of technology and education

Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON THE CURRENT SITUATIONS AND SOLUTIONS TO IM

INTRODUCTION

The rationale of the study

In recent years, the education industry has gained significant attention for its innovative methods aimed at enhancing student academic achievement Many universities are now incorporating English language proficiency, such as IELTS and TOEIC test results, into their admission processes to evaluate students' qualifications Consequently, improving foreign language skills, particularly in English, has become crucial for students seeking academic success.

Effective communication relies on language, as it is essential for conveying information Without words, our ability to share and receive information is severely restricted Language is not innate; it is acquired through learning and practice A fundamental step in this process is vocabulary acquisition, which, while a small component, plays a crucial role in developing language skills.

Improving foreign language proficiency is a gradual process that involves practicing skills and mastering vocabulary and grammar Despite dedicating significant time to learning vocabulary, many learners struggle with word retention and contextual usage Teachers employ various strategies tailored to individual student abilities to enhance vocabulary retention and overall language proficiency, but these methods may not always yield effective results Consequently, selecting an appropriate vocabulary learning strategy is crucial for learners aiming to enhance their language skills.

The primary goal of vocabulary learning is to enhance language skills and boost English proficiency Effective vocabulary activities are essential for providing students with successful learning strategies, moving away from outdated and ineffective methods To improve students' daily language skills, innovative strategic solutions are needed to make vocabulary acquisition more engaging and effective.

In conclusion, the study titled "A Study on the Current Situations and Solutions to Improve Vocabulary Learning Strategies of Second-Year English Major Students at Hung Yen University of Technology and Education" aims to identify the challenges in vocabulary acquisition and explore effective methods and strategies for enhancement.

Aims of the study

The main aims of this study are to:

- Investigate the attitude in learning English vocabulary of the second-year English major students at UTEHY

- Find out the difficulties in learning English vocabulary of the second-year English major students at UTEHY

- Suggest some solutions to improve vocabulary for the second-year English majors at UTEHY.

Research questions

In order to achieve the above-stated objectives, the study finds out the answers to the following research questions:

1 What is the current situation of the second-year English major students towards learning vocabulary at UTEHY?

2 What are the difficulties in learning vocabulary of the second-year English major students at UTEHY?

3 What are solutions to improve vocabulary learning for the second-year English major students at UTEHY?

Scope of the study

This study investigates vocabulary learning among second-year English major students at the Faculty of Foreign Language, UTEHY Due to time constraints and limited resources, it does not address the entire vocabulary issue Instead, it focuses on students' attitudes toward various teaching activities, identifies challenges they face, and proposes solutions to enhance vocabulary acquisition for these students.

Methods of the study

Research will be conducted using both quantitative and qualitative methods The methods include self-assessment questionnaires and interview questions for second-year English major students from FFL at UTEHY

After collecting the data, the researcher will analyse the obtained data by presenting with charts and tables

The study consists of four following chapter:

Chapter 1 is Introduction including the rationale of the study, aims of the study, research questions, scope of the study, research methodology and design of the study Chapter 2 is Literature reviewing which discusses the relevant theories related to vocabulary, difficulties in learning vocabulary and effective strategies for learning English vocabulary

Chapter 3 is The Study consisting of three parts as methodology and data mention the methods of the study, the participants of the study, data collection instruments and procedures of data collection Next, data analysis, main findings and discussions analysis the data collected in order to find out the fact of teaching and learning vocabulary of the second-year English major students at UTEHY After that, recommendations for improving vocabulary gives some suggested strategies to help students improve vocabulary

Chapter 4 is The Conclusion showing out the main points about: summary of the study, the limitations of the study and suggestions for further studies.

LITERATURE REVIEW

The context of the Faculty of Foreign Languages at UTEHY

Hung Yen University of Technology and Education (UTEHY), established over 50 years ago, is a vocational university under the Ministry of Education and Training, located in Hung Yen and Hai Duong The university focuses on high-quality application training to meet the diverse labor needs of society UTEHY operates three campuses—two in Hung Yen and one in Hai Duong—offering programs in various disciplines, including mechanical engineering, electronic engineering, automotive engineering, garment engineering, and information technology The institution has invested in modern facilities, such as multimedia laboratories and network computers, and has recently expanded its curriculum to include new fields like Accounting, Business Administration, and English.

In 2003, the Faculty of Foreign Languages (FFL) integrated with Basic Science, offering English courses to non-professional students By 2007, the FFL was formally established following a decision by the Rector of UTEHY.

For the past 14 years, UTEHY has been dedicated to training English majors, requiring a four-year study program The Faculty of Foreign Languages (FFL) continuously enhances the quality of language instruction for both English majors and all students at the university Comprising 28 educators, including 25 English teachers, 2 Chinese teachers, and 1 literature teacher, FFL boasts two Ph.D holders in English and a team of graduates from prestigious universities These passionate instructors are committed to delivering quality education to both English and non-English majors FFL attracts a diverse student body from across Vietnam, with a notable majority of female students, distinguishing it from other departments.

Methodology and data collect procedure

The author employed both quantitative and qualitative methods, including survey questionnaires and student interviews, to gather data for the study These methods facilitate easy summarization, analysis, and reporting of the collected information The design of the questionnaires and interview questions aligned with the study's primary objectives Once the results are obtained, the author plans to utilize tables and charts for effective presentation and analysis of the data, while ensuring that the interview results are meticulously recorded.

The survey questionnaires aim to efficiently gather information from the study's subjects, allowing for easy summarization and reporting of data without requiring significant time investment from the researcher A specific questionnaire was distributed to 40 students from the K17 cohort at UTEHY, My Hao campus, addressing key research issues The questionnaire comprises two parts: Part I includes four questions regarding students' general information, while Part II consists of thirteen questions divided into three sections focusing on students' attitudes, difficulties, and potential solutions for enhancing English vocabulary.

An interview was conducted with five students from the K17 FFL class at UTEHY, and the researcher meticulously analyzed the data derived from these interviews The results of the interviews were recorded and transcribed, with the full tape script included in the appendices Additionally, the analysis of the interview data will be presented alongside the findings from the questionnaires, ensuring a comprehensive overview of the collected data in each section.

The survey data collected from 40 second-year English major students and interviews with 5 participants were thoroughly analyzed, providing the author with essential real-world insights for the research The information gathered from the questionnaires will be categorized based on the research questions, ensuring a structured approach to the analysis.

Questionnaire data will be presented in the form of charts or tables Data from interviews will be presented by analysis and discussion of relevant responses from the participants.

Data analysis and discussion

3.3.1 Student’s attitude towards learning English vocabulary

Chart 3.1 The students’ opinions about English vocabulary

The bar chart illustrates student opinions on English vocabulary, revealing that 35% find it very interesting and 40% consider it interesting Only 25% view it as average, with no students rating it as uninteresting Overall, it indicates that second-year students have a strong enthusiasm for English vocabulary in their studies.

Very interesting Interesting Normal Not interesting

Chart 3.2 The students’ opinion about the importance of English vocabulary

The line chart illustrates the significance of English vocabulary in the learning process of students It reveals that 70% of students consider English vocabulary to be very important, while 25% acknowledge it as important Only 5% view it as average, and no students believe that English vocabulary is unimportant This data underscores the undeniable importance of vocabulary in English language acquisition.

Very important Important Normal Not important

Chart 3.3 Students’ assessment on difficulty of remembering new English words

According to data from Chart 3.3, 35% of students found it very difficult to remember new English words, while 50% considered it difficult Only 15% of students viewed this skill as normal, and none reported it as easy or very easy This data highlights the significant challenges students face in retaining new English vocabulary.

Very difficult Difficult Normal Easy Very easy

Chart 3.4 Students’ assessment on new English words in text book

The circle chart illustrates the assessment of new English words in the textbook by second-year English major students at UTEHY Among the respondents, 1% found the textbook unsuitable, while 60% deemed it suitable and 14% rated it as very suitable Additionally, 25% of students considered the textbook to be average Overall, the current textbook is regarded as having a medium level of appreciation among students.

Very suitableSuitableNormalNot suitable

Chart 3.5 Students' assessment on English proficiency according to Outcast research

According to Outcast research, English proficiency correlates with the number of words one needs to know: A1 requires 500 words, A2 requires 1,000, B1 requires 2,000, B2 requires 4,000, C1 requires 8,000, and C2 requires 16,000 The research indicates that 65% of students self-assess their proficiency at the B2 level, while 20% consider themselves at B1 and 15% at C1 Notably, no students rated themselves at the A1, A2, or C2 levels, suggesting that the majority possess above-average English proficiency.

3.3.2 Student’s difficulties in learning English vocabulary

You don’t take the time to learn 0 9/40

3/40 (7.5%) You don’t create a habit of learning vocabulary everyday

Unable to pronounce the words 8/40

Forget how to classify parts of speech

Only study in textbook, don’t study by subject

(SA: Strong agree; A: Agree; N: Neutral; D: Disagree; SD: Strong disagree)

Table 3.1: The difficulties that students often make when learning English vocabulary

A recent analysis of data reveals common errors among second-year FFL students at UTEHY, highlighting a significant lack of motivation to learn Specifically, 55% of students expressed agreement with this sentiment, while an additional 32.5% strongly agreed Furthermore, 12.5% of students remained neutral on the issue, indicating a need for improved engagement strategies in the curriculum.

In a recent survey, students expressed their views on learning habits, revealing that 40% remained neutral about the importance of taking time to learn, while 30% disagreed, 22.5% agreed, and 7.5% strongly disagreed Additionally, a significant 50% of students strongly agreed that failing to establish a daily vocabulary learning habit is a critical error, with 40% agreeing and only 10% remaining neutral.

A significant number of students expressed concerns about their pronunciation abilities, with 52.5% agreeing that they struggle to pronounce words correctly Additionally, 47.5% of students strongly agreed that they often forget how to classify parts of speech, while 42.5% also agreed with this sentiment Furthermore, 65% of students acknowledged that their mistakes stem from solely studying textbooks without focusing on the subject matter, with 15% strongly agreeing and 12.5% indicating they disagreed with this viewpoint.

Skip look up the dictionary 6/40

2/40 (5%) Use the wrong word in context

1/40 (2.5%) Ability to guess new words is limited

Table 3.2: Students’ opinion about the skills students lack when learning English vocabulary

According to the data presented in Table 3.2, a significant portion of second-year English major students expressed concerns about their language skills Specifically, 40% strongly agreed and 35% agreed that they struggle with incorrect pronunciation Additionally, 45% of students acknowledged a tendency to skip looking up words in the dictionary, while 15% strongly agreed with this sentiment Furthermore, 62.5% agreed and 25% remained neutral regarding the misuse of words in context A notable 60% of students felt that they learn unnecessary material, with 30% feeling neutral about this issue Only a small fraction of students (7.5% disagreed and 2.5% strongly disagreed) rejected these concerns Lastly, 60% of students agreed and 32.5% strongly agreed that their ability to infer the meanings of new words is limited.

Many interesting topics you want to understand

Expand relationship with foreign friends

Good job in the future 16/40

Table 3.3: Students’ opinion about factors motivating students in learning English vocabulary

According to Table 3.3, 27.5% of students strongly agree and 52.5% agree that their preferences influence their choices Additionally, 25% strongly agree and 55% agree that there are many interesting topics they wish to explore, with 15% remaining neutral Furthermore, 35% of students strongly agree and 60% agree that expanding relationships with foreign friends is important When considering academic performance, 62.5% agree and 22.5% strongly agree about achieving high scores, while 60% agree and 25% strongly agree regarding passing exams; however, 15% and 12.5% chose neutral for these factors, respectively Regarding studying abroad, half of the students agree, with 25% strongly agreeing and another 25% remaining neutral Lastly, the aspiration for good job prospects influences students, reflected in the following percentages: 40% agree, 47.5% strongly agree, 7.5% are neutral, 5% disagree, and none strongly disagree.

1/40 (2.5%) Difficult to remember the meaning of the word

Not interested in learning vocabulary

Limit practice time in class 9/40

Table 3.4: The reasons for students’ difficulties in learning English vocabulary

Table 3.4 reveals the challenges students face in learning English vocabulary A significant 57.5% of students expressed difficulty with words having multiple meanings, struggling to remember definitions, and limited practice time in class However, the responses varied slightly, with 27.5% strongly agreeing about the challenges of words with multiple meanings, 17.5% regarding the difficulty of remembering word meanings, and 22.5% citing limited practice time as an issue.

A survey revealed that over half of the students (55%) found vocabulary unpronounceable, with 15% strongly agreeing and 17.5% remaining neutral, while only 5% disagreed Additionally, 45% expressed a lack of interest in learning vocabulary, with 50% of students either strongly agreeing or remaining neutral (25% each) Furthermore, 55% of students felt neutral about being lazy in their studies, with agreement and disagreement percentages evenly split at 15%, and those who strongly agreed were twice as many as those who strongly disagreed.

3.3.3 Suggested solutions to improve learning vocabulary strategies for students

Chart 3.6: Students' assessment about improving English vocabulary

Chart 3.6 reveals that all students surveyed agree on the necessity of enhancing their English vocabulary This unanimous consensus indicates that there are no students opposed to the idea of vocabulary improvement In summary, second-year English major students acknowledge the significance of expanding their English vocabulary.

Chart 3.7 Students’ assessment about take any measures to improve English vocabulary learn more effectively

The circle chart illustrates students' assessments regarding measures taken to enhance their English vocabulary learning When asked about their efforts, 85% of students reported actively implementing strategies to improve their vocabulary, while 15% indicated they had not taken any measures Notably, no students expressed the belief that they would never take steps to enhance their vocabulary learning.

Used mid maps or flashcards 8/40

Each day memorize 5 new words by topic

Learn new words in phrases and sentences

Divide study time (study 25’, take 5’)

Underline important new words and take notes

Table 3.5 Students' opinion some of the vocabulary learning strategies

The findings from Table 3.5 indicate that most students acknowledge the effectiveness of various vocabulary learning strategies A significant number of students expressed strong agreement with techniques such as using mind maps or flashcards, engaging in extensive reading, listening, and viewing, memorizing five new words daily by topic, selecting preferred topics, learning new words in phrases and sentences, scheduling study sessions with breaks, and highlighting important vocabulary while taking notes Nevertheless, some students remain neutral about these strategies, and a small percentage disagreed with the use of mind maps or flashcards (7.5%) and learning new words in phrases and sentences (2.5%).

Learn to think in English 11/40

Using mid map and flashcard will remember new words longer

Listen and write, read what you hear on topics you like

Note the new words for each topic

Small group study helps you to improve vocabulary, speaking, pronunciation

Not lazy, persistent with time, strategy and goals you set out

Table 3.6 Students’ opinion towards the effectiveness of using activity while learning the subject to improve English vocabulary

Main findings for the study

3.4.1 The current situation of the second-year English major students towards learning vocabulary at UTEHY

A recent study on second-year English major students at UTEHY revealed that while they recognize the importance of English vocabulary, they also perceive it as challenging to learn Despite this difficulty, students find the process of learning English vocabulary to be engaging To enhance their vocabulary acquisition, they frequently employ various strategies The research indicates that the foreign language textbooks used are appropriate for their level, and it also assesses the language proficiency of the second-year students.

3.4.2 The difficulties in learning vocabulary of the second-year English major students at UTEHY

Based on a comprehensive analysis of data collected and directly interviewed from students, the researcher found that students may be difficult to learn English vocabulary

A recent student survey highlights the challenges learners face in vocabulary acquisition, revealing that many students feel confused or unenthusiastic when discussing their difficulties They acknowledge a lack of essential skills for effective vocabulary learning However, several motivating factors encourage students to enhance their vocabulary, including engaging topics, opportunities to connect with foreign friends, aspirations for high academic scores, studying abroad, and securing good future jobs The survey also identifies obstacles to vocabulary learning, such as the complexity of words with multiple meanings, difficulties in retaining word meanings, limited practice time in class, and a tendency toward laziness.

3.4.3 The solutions to improve vocabulary learning for the second-year English major students at UTEHY

Research and data analysis have identified effective strategies to enhance English learning for second-year foreign language students Survey results indicate that engaging activities, such as small group studies, significantly improve vocabulary, speaking, pronunciation, listening, and writing skills Students are encouraged to explore topics they enjoy and remain dedicated to their learning goals Additionally, incorporating favorite topics and utilizing vocabulary thinking diagrams can aid in the retention of new words The study also presents strategic solutions aimed at further improving English vocabulary acquisition.

- Each day memorize 5 new words by topic

- Learn new words in phrases and sentences

- Note the new words for each topic

- Learn to think in English

- Used mid maps or flashcards

Recommendations

The survey results indicate a generally positive outlook, yet students face certain challenges in learning English, particularly vocabulary Each learner has a unique approach to studying, prompting the researcher to recommend strategies aimed at enhancing English learning outcomes Students should dedicate time to focus on vocabulary acquisition through various methods and daily practice Additionally, developing skills in using dictionaries can save time when encountering unfamiliar words It is essential for students to apply newly learned vocabulary in multiple contexts, which aids retention and boosts fluency Given the vastness of language, students should prioritize learning commonly used words relevant to their fields of study, avoiding rare vocabulary to maximize efficiency and effectiveness in their learning journey.

CONCLUSION

Summary of the study

The study titled "A Study on the Current Situations and Solutions to Improve Vocabulary Learning Strategies for Second-Year English Major Students at Hung Yen University of Technology and Education" examines the vocabulary learning experiences of second-year English students It aims to assess the current state of vocabulary acquisition, identify factors influencing learning motivation, and address challenges faced in vocabulary learning while proposing effective strategies for improvement The findings indicate that students recognize the significance of English language skills, particularly in mastering English vocabulary.

The significance of self-study has fueled a growing interest in learning English in Vietnam, leading to a diverse learning environment Today, English is increasingly prominent across various professional fields Experts and linguists recognize that vocabulary is a fundamental component of the language that learners must master during their language acquisition journey.

Vocabulary helps students develop language skills in general and literacy skills in particular and provides them with other relevance That is why this topic was chosen for my research

The research article commences with an introduction outlining the rationale, purpose, research questions, scope, methods, and design of the study Following this, a literature review is presented, offering essential definitions and theoretical frameworks that underpin the research Chapter 3 delves into the realities of vocabulary learning, addressing challenges and proposing solutions for improvement This chapter culminates in an analysis of discussions and findings, aimed at providing relevant suggestions and insights for further discoveries in the field.

Limitations of the study

The study titled "A Study on the Current Situations and Solutions to Improve Vocabulary Learning Strategies for Second-Year English Major Students at Hung Yen University of Technology and Education" focuses specifically on second-year English majors at UTEHY's My Hao campus Consequently, the findings and discussions presented are both relevant and scientifically grounded within the defined scope of the research.

It is possible that factors such as qualifications, ability, are related to students' attitudes and learning behaviours, but these factors are not within the scope of the research topic

Despite the researcher's diligent efforts in designing a comprehensive study using survey questionnaires and student interviews for data collection, time constraints have imposed certain limitations on the research While the study is grounded in reliable data and clarity, these constraints may affect the overall findings.

First, the study only conducted a survey among second-year English majors at UTEHY

The study's findings may lack generalizability due to its exclusive focus on students, as teachers were not included in the survey due to the COVID-19 pandemic Additionally, there is a concern that students might provide inaccurate responses, presenting a challenge for researchers.

In addition, the techniques proposed in this researcher were selected from various reliable but limited sources

Inspire of the mentioned limitations, the researcher hopes that this study will contribute to improving the situation of English vocabulary learning for second-year English majors at UTEHY.

The students' opinions about English vocabulary

The bar chart illustrates students' perceptions of English vocabulary, revealing that 35% find it very interesting and 40% consider it interesting Only 25% view it as average, with no students expressing a lack of interest Overall, it indicates that second-year students have a strong enthusiasm for English vocabulary in school.

Very interesting Interesting Normal Not interesting

The students’ opinion about the importance of English vocabulary

The line chart highlights the significance of English vocabulary in the learning process of students, revealing that 70% view it as very important, while 25% consider it important Only 5% perceive it as average, with no students deeming it unimportant This data underscores the undeniable role of vocabulary in English language acquisition.

Very important Important Normal Not important

Chart 3.3 Students’ assessment on difficulty of remembering new English words

According to data from Chart 3.3, 35% of students found it very difficult to remember new English words, while 50% reported that it was difficult Only 15% considered this skill to be normal, with no students rating it as easy or very easy This data highlights the challenges students face in remembering new English vocabulary.

Very difficult Difficult Normal Easy Very easy

Chart 3.4 Students’ assessment on new English words in text book

The circle chart illustrates the assessment of new English words in the textbook by second-year English major students at UTEHY According to the data, only 1% of students found the textbook unsuitable Meanwhile, 60% considered it suitable, 14% deemed it very suitable, and 25% rated it as average Overall, the textbook is regarded as having a medium level of appreciation among students.

Chart 3.5 Students' assessment on English proficiency according to Outcast research

According to Outcast research, English proficiency correlates with vocabulary knowledge, with levels A1 requiring 500 words, A2 needing 1,000 words, B1 at 2,000 words, B2 at 4,000 words, C1 at 8,000 words, and C2 at 16,000 words The study reveals that 65% of students self-assess their proficiency at the B2 level, while 20% consider themselves B1 and 15% C1 Notably, no students rated themselves at A1, A2, or C2 levels, indicating that the majority possess above-average English proficiency.

A recent analysis of data from second-year FFL students at UTEHY reveals prevalent challenges in motivation, with 55% of students expressing a lack of motivation to learn, and 32.5% strongly agreeing with this sentiment Additionally, 12.5% of students remain neutral on the issue, highlighting a significant concern regarding student engagement and motivation in the learning process.

Students expressed their views on the importance of dedicating time to learning, with 40% remaining neutral, 30% disagreeing, 22.5% agreeing, and 7.5% strongly disagreeing Additionally, 50% of students strongly agreed that failing to establish a daily vocabulary learning habit is a significant error, while 40% agreed and 10% remained neutral.

A significant portion of students expressed concerns about their pronunciation abilities, with 52.5% agreeing that they struggle to articulate words correctly Additionally, 47.5% of students strongly agreed and 42.5% agreed that they often forget how to classify parts of speech Furthermore, 65% of students acknowledged that their mistakes stem from solely studying textbooks rather than engaging with the subject matter, while 15% strongly agreed with this sentiment Conversely, 12.5% of students did not agree with the notion that they face these errors.

Table 3.2 reveals that a significant portion of second-year English major students perceive issues with pronunciation, with 40% strongly agreeing and 35% agreeing that they struggle with it Additionally, 45% of students acknowledged that they often skip looking up words in the dictionary, while 27.5% remained neutral on this matter Only 15% expressed strong agreement with this behavior Furthermore, 62.5% of students agreed that they frequently use words incorrectly in context, and 60% felt that they are learning unnecessary material, with 30% remaining neutral A small minority disagreed with these points, as evidenced by 7.5% who disagreed and 2.5% who strongly disagreed Lastly, nearly all students (60% agreeing and 32.5% strongly agreeing) recognized their limited ability to guess the meanings of new words.

According to the data presented in Table 3.3, 27.5% of students strongly agree and 52.5% agree that their preferences significantly influence their academic choices, while 17.5% remain neutral and 2.5% disagree Additionally, 25% of students strongly agree and 55% agree that there are many interesting topics they wish to explore, with 15% neutral on this matter A majority of students also express strong agreement (35%) and agreement (60%) regarding the importance of expanding relationships with foreign friends When considering the factors of achieving high scores and passing exams, 62.5% agree and 22.5% strongly agree, though 15% remain neutral and 12.5% disagree Furthermore, half of the students agree on the importance of studying abroad, with 25% strongly agreeing and another 25% neutral Lastly, the aspiration for good job prospects in the future is reflected in the following responses: 40% agree, 47.5% strongly agree, while 7.5% remain neutral, 5% disagree, and none strongly disagree.

Table 3.4 reveals the challenges students face in learning English vocabulary A significant 57.5% of students reported difficulties with words having multiple meanings, remembering word definitions, and limited practice time in class However, the breakdown of responses shows variation, with 27.5% strongly agreeing about the challenges of multiple meanings, 17.5% regarding the difficulty of remembering meanings, and 22.5% citing limited practice time as a concern.

A survey revealed that over half of the students (55%) found vocabulary difficult to pronounce, with 15% strongly agreeing and 17.5% remaining neutral Additionally, 45% expressed a lack of interest in learning vocabulary, while a combined total of 50% either strongly agreed or remained neutral on the topic Furthermore, 55% of students felt neutral about their motivation, with 15% agreeing and 15% disagreeing, although those who strongly agreed outnumbered those who strongly disagreed by a factor of two.

Chart 3.6 illustrates that all students surveyed recognize the importance of enhancing their English vocabulary, with 100% expressing agreement on the need for improvement This unanimous response indicates that there are no dissenting opinions among second-year English majors regarding the significance of vocabulary acquisition In summary, these students acknowledge the critical role that a robust vocabulary plays in their language learning journey.

The circle chart illustrates students' assessments regarding the effectiveness of measures taken to enhance their English vocabulary When surveyed, 85% of students reported implementing strategies to improve their vocabulary learning, while 15% indicated they had not taken any measures Notably, no students expressed the belief that they would never take steps to improve their vocabulary skills.

The findings from Table 3.5 reveal that most students acknowledge the effectiveness of various vocabulary learning strategies A significant number of students strongly support using mind maps or flashcards, engaging in additional reading, watching, and listening, memorizing five new words daily by topic, selecting preferred topics, learning new words in phrases and sentences, dividing study sessions (25 minutes of study followed by a 5-minute break), and underlining important new words while taking notes Nevertheless, some students remain neutral regarding these strategies, with a minority disagreeing with the use of mind maps or flashcards (7.5%) and learning new words in phrases and sentences (2.5%).

Table 3.6 reveals that the majority of foreign language students support the use of activities to enhance their English vocabulary, with most indicating strong agreement However, a minority of students expressed neutral or negative opinions, with 2.5% disagreeing on the effectiveness of thinking in English, and 5% strongly disagreeing that mind maps and flashcards aid in retaining new words Additionally, 7.5% and 5% of students disagreed that noting new words for each topic and participating in small group studies contribute to vocabulary improvement, speaking, and pronunciation skills.

Results and discussion for interview of students:

Students’ assessment on new English words in textbook

The circle chart illustrates the students' evaluations of a new English textbook used by all second-year English majors at UTEHY According to the data, only 1% of students found the textbook unsuitable Meanwhile, 60% of students deemed the textbook suitable, with 14% rating it as very suitable, and 25% considering it average Overall, the textbook is perceived to have a moderate level of appreciation among students.

Students’ assessment on English proficiency according to Outcast

According to Outcast research, English proficiency correlates with vocabulary knowledge, with levels categorized as follows: A1: 500 words, A2: 1000 words, B1: 2000 words, B2: 4000 words, C1: 8000 words, and C2: 16000 words The study reveals that 65% of students self-assess their proficiency at the B2 level, while 20% consider themselves at B1 and 15% at C1 Notably, no students rated their proficiency as A1, A2, or C2, indicating that the majority possess above-average English proficiency.

A recent analysis of data reveals common challenges faced by second-year FFL students at UTEHY, highlighting a significant lack of motivation among learners Specifically, 55% of students expressed agreement with the notion of low motivation, while an additional 32.5% strongly concurred Furthermore, 12.5% of students remained neutral on the issue, indicating a need for strategies to enhance student engagement and motivation in their studies.

A significant portion of students, 40%, expressed neutral opinions regarding the error of not dedicating enough time to learning, while 30% disagreed and 22.5% agreed, with 7.5% strongly disagreeing Additionally, 50% of students strongly agreed that failing to establish a daily vocabulary learning habit is a critical mistake, with 40% agreeing and 10% remaining neutral.

A survey revealed that 52.5% of students struggle with pronunciation, while 25% remained neutral and 20% strongly agreed with this issue Additionally, 90% of students either strongly agreed (47.5%) or agreed (42.5%) that they often forget how to classify parts of speech Furthermore, 65% of respondents acknowledged that relying solely on textbooks for studying contributes to their mistakes, with 15% strongly agreeing and 12.5% disagreeing with this notion.

According to the data presented in Table 3.2, a significant majority of second-year English major students expressed concerns regarding their language skills Specifically, 40% strongly agreed and 35% agreed that they struggle with pronunciation Additionally, 45% of students acknowledged that they often skip looking up words in the dictionary, while 15% strongly agreed with this sentiment Furthermore, 62.5% of students agreed that they frequently use words incorrectly in context, and 60% felt that they learn unnecessary material, with 30% remaining neutral on this issue A small minority, comprising 7.5% who disagreed and 2.5% who strongly disagreed, did not share these concerns Lastly, a notable 60% of students agreed and 32.5% strongly agreed that their ability to infer the meanings of new words is limited.

According to Table 3.3, a significant majority of students, 27.5% strongly agree and 52.5% agree, believe that preferences play a crucial role in their decisions Additionally, 25% strongly agree and 55% agree that there are many interesting topics they wish to explore, with 15% remaining neutral Furthermore, 35% of students strongly agree and 60% agree that building relationships with foreign friends is important When considering academic performance, 62.5% agree and 22.5% strongly agree that achieving high scores and passing exams are significant factors, while 15% and 12.5% remain neutral Regarding studying abroad, half of the students agree, with 25% strongly agreeing and another 25% neutral Lastly, the aspiration for good job prospects influences students, reflected in the following responses: 40% agree, 47.5% agree, 7.5% neutral, 5% disagree, and none strongly disagree.

According to Table 3.4, students face significant challenges in learning English vocabulary, with 57.5% of respondents acknowledging difficulties related to words having multiple meanings, remembering word definitions, and limited practice time in class However, the data reveals variations in the intensity of these challenges, as 27.5% of students strongly agree about the complexity of words with multiple meanings, while 17.5% express strong agreement regarding the difficulty of remembering word meanings, and 22.5% highlight the issue of limited practice time.

Over half of the students (55%) found vocabulary pronunciation challenging, with 15% strongly agreeing and 17.5% remaining neutral, while only 5% disagreed Additionally, 45% expressed a lack of interest in learning vocabulary, with 50% either strongly agreeing or remaining neutral (25% each) Lastly, regarding motivation, 55% of students felt neutral about their laziness, with equal percentages of 15% agreeing and disagreeing, while those who strongly agreed were double the number of those who strongly disagreed.

Chart 3.6 illustrates that all students surveyed expressed a desire to enhance their English vocabulary, indicating unanimous agreement on its importance This consensus highlights that second-year English major students fully acknowledge the significance of vocabulary improvement in their language learning journey.

The circle chart illustrates students' assessments regarding measures taken to enhance their English vocabulary learning It reveals that 85% of students have implemented strategies to improve their vocabulary, while 15% have not taken any measures Notably, none of the students believe they will never take steps to enhance their vocabulary learning.

The findings from Table 3.5 reveal that a significant number of students acknowledge the effectiveness of various vocabulary learning strategies Most students express strong agreement with techniques such as using mind maps or flashcards, engaging in more reading, listening, and watching, memorizing five new words daily by topic, selecting preferred topics, learning new words in context, dividing study sessions into 25-minute intervals with 5-minute breaks, and underlining important new words while taking notes Nevertheless, some students maintain a neutral perspective on these strategies, and a small percentage disagree with the use of mind maps or flashcards (7.5%) and learning new words in phrases and sentences (2.5%).

Table 3.6 indicates that the majority of foreign language students support the idea that engaging activities can enhance their English vocabulary, with most expressing strong agreement However, a minority of students remained neutral, and some expressed disagreement, particularly regarding the effectiveness of thinking in English (2.5% disagree), using mind maps and flashcards for long-term retention (5% strongly disagree), and the benefits of noting new words and small group studies for improving vocabulary, speaking, and pronunciation (7.5% and 5% disagree, respectively).

In an interview with five participating students, it was revealed that most dedicate only 30 minutes each evening to learning new English vocabulary, which is relatively insufficient given their daily exposure to the language at school While students acknowledge the importance of expanding their English vocabulary, many struggle with motivation and focus When discussing challenges in vocabulary acquisition, common difficulties included remembering new words, pronouncing them correctly, and understanding the appropriate context for their usage.

3.4 Main findings for the study

Research conducted on second-year English major students at UTEHY reveals that while they recognize the importance of English vocabulary, they also perceive it as challenging to learn Despite these difficulties, many students find the process of learning vocabulary to be engaging To enhance their vocabulary acquisition, students frequently employ various strategies Additionally, the study indicates that the textbooks used in their foreign language courses are appropriate for their level Furthermore, the research provides insights into the language proficiency levels of these second-year students.

The student survey reveals that learners face numerous challenges in vocabulary acquisition, often feeling confused or unenthusiastic about their difficulties Many students recognize a lack of essential skills needed for effective vocabulary learning However, they are motivated by engaging topics, the desire to connect with international friends, aspirations for high academic scores, opportunities to study abroad, and the pursuit of promising career prospects Additionally, the survey highlights several obstacles to vocabulary learning, including the complexity of words with multiple meanings, challenges in retaining word definitions, limited in-class practice time, and a tendency towards procrastination.

Students’ assessment about take any measures to improve English

The circle chart illustrates students' assessments regarding the measures taken to enhance their English vocabulary learning Notably, 85% of students have actively implemented strategies to improve their vocabulary, while 15% have not Importantly, none of the students believe they will refrain from taking measures in the future.

The findings from Table 3.5 reveal that a significant number of students acknowledge the effectiveness of various vocabulary learning strategies Many students expressed strong agreement with techniques such as using mind maps or flashcards, increasing exposure through watching, reading, and listening, memorizing five new words daily by topic, selecting preferred topics, learning new words in phrases and sentences, dividing study time into 25-minute sessions with 5-minute breaks, and underlining important new words while taking notes Despite this, some students remain neutral regarding these strategies, and a small percentage disagreed with the use of mind maps or flashcards (7.5%) and learning new words in phrases and sentences (2.5%).

Table 3.6 indicates that the majority of foreign language students support the idea of enhancing their English vocabulary through engaging learning activities, with most responses leaning towards strong agreement However, a minority of students expressed neutral views, while a small percentage disagreed with specific methods: 2.5% opposed learning to think in English, 5% rejected the effectiveness of mind maps and flashcards for retaining new vocabulary, and 7.5% disagreed that noting new words by topic and participating in small group studies contribute to vocabulary, speaking, and pronunciation improvement.

In an interview with five participating students, it was revealed that most dedicate only 30 minutes each evening to learning new English vocabulary This limited time is insufficient, especially considering their daily exposure to the language at school While students acknowledge the importance of expanding their English vocabulary, many struggle with motivation and focus When discussing challenges in vocabulary acquisition, common difficulties included remembering new words, incorrect pronunciation, and a lack of understanding of how to use words in the appropriate context.

3.4 Main findings for the study

A recent study at UTEHY examined the perceptions of second-year English major students regarding English vocabulary acquisition The findings revealed that while most students recognize the significance of English vocabulary, they also perceive it as challenging to master Despite these difficulties, students express a genuine interest in learning vocabulary and actively develop strategies to enhance their learning efficiency Furthermore, the research indicates that the current foreign language textbooks align well with their learning needs, allowing for an assessment of the students' language proficiency levels.

The student survey reveals that learners face numerous challenges in vocabulary acquisition, often feeling confused or unenthusiastic about their difficulties Many students recognize a lack of essential skills necessary for effective learning However, they are motivated by engaging topics, the desire to connect with foreign friends, aspirations for high scores, opportunities to study abroad, and the pursuit of promising job prospects The survey also highlights specific obstacles, including words with multiple meanings, difficulties in retaining word definitions, limited practice time in class, and a tendency towards procrastination.

Research and data analysis have identified effective strategies to enhance English learning for second-year foreign language students Survey results indicate that engaging in small group study significantly boosts vocabulary, speaking, pronunciation, and listening skills Students are encouraged to read and write about topics they enjoy, maintaining persistence and adhering to set strategies and goals Additional recommended activities include selecting favorite topics and utilizing vocabulary thinking diagrams to aid long-term retention of new words The study also proposes strategic solutions for improving English vocabulary acquisition.

- Each day memorize 5 new words by topic

- Learn new words in phrases and sentences

- Note the new words for each topic

- Learn to think in English

- Used mid maps or flashcards

The survey results are generally positive, yet students face specific challenges in learning English, particularly vocabulary Each individual has a unique learning style, prompting the researcher to propose recommendations aimed at enhancing English learning outcomes To improve vocabulary acquisition, students should dedicate time to focus on key areas and create daily learning plans that incorporate various methods and exercises Additionally, developing dictionary skills is essential for efficiently handling unfamiliar words Practicing newly learned vocabulary in different contexts can enhance retention and fluency Given the vastness of language, it is crucial for students to prioritize commonly used words relevant to their studies and future careers, rather than wasting time on obscure terms.

CHAPTER IV: CONCLUSION 4.1 Summary of the study

The study titled "A Study on the Current Situations and Solutions to Improve Vocabulary Learning Strategies for Second-Year English Major Students at Hung Yen University of Technology and Education" focuses on the vocabulary learning experiences of second-year English majors It aims to assess the current state of vocabulary acquisition, identify motivational factors, recognize challenges faced by students, and propose strategies for enhancement Findings reveal that students understand the significance of English, particularly in mastering vocabulary, highlighting the need for effective learning strategies.

The significance of self-study has sparked a growing interest in learning English in Vietnam, fostering a diverse educational landscape English is increasingly vital across various professional fields, highlighting its development and relevance Experts and linguists emphasize that mastering vocabulary is a fundamental aspect of language acquisition that learners must focus on to succeed in their English language journey.

Vocabulary helps students develop language skills in general and literacy skills in particular and provides them with other relevance That is why this topic was chosen for my research

The research article opens with an introduction outlining the rationale, purpose, research questions, scope, methods, and design of the study The subsequent chapter offers a literature review that presents essential definitions and theoretical frameworks relevant to the research Building on these theories, Chapter 3 delves into the realities of vocabulary learning, examining the challenges and proposing solutions to enhance vocabulary acquisition Furthermore, this chapter includes analysis, discussions, and findings aimed at providing valuable suggestions and insights for future research endeavors.

The study titled “A Study on the Current Situations and Solutions to Improve Vocabulary Learning Strategies for Second-Year English Major Students at Hung Yen University of Technology and Education” focuses specifically on second-year English majors at UTEHY, My Hao campus Consequently, the findings and discussions presented are both relevant and scientifically grounded within the context of the research topic.

It is possible that factors such as qualifications, ability, are related to students' attitudes and learning behaviours, but these factors are not within the scope of the research topic

Despite the researcher's diligent efforts in designing the study with reliable data through survey questionnaires and student interviews, time constraints have imposed certain limitations on the research process.

First, the study only conducted a survey among second-year English majors at UTEHY

The study's findings may lack generalizability due to its focus solely on students, excluding teacher participation because of the COVID-19 pandemic Additionally, there is a concern that students might not provide accurate responses, presenting a challenge for researchers.

In addition, the techniques proposed in this researcher were selected from various reliable but limited sources

Inspire of the mentioned limitations, the researcher hopes that this study will contribute to improving the situation of English vocabulary learning for second-year English majors at UTEHY

This study acknowledges its limitations and recognizes that several intriguing topics warrant further investigation Future research could focus on effective strategies to enhance students' interest in learning English vocabulary, explore students' vocabulary learning habits, and examine the challenges teachers face during the teaching process to better support vocabulary acquisition among students.

Tiêu đề	A Study On The Current Situations And Solutions To Improve Vocabulary Learning Strategies On The Second-Year English Major Students At Hung Yen University Of Technology And Education
Tác giả	Nguyen Thi Ly
Người hướng dẫn	Nguyen Thi Lien, M.A
Trường học	Hung Yen University of Technology and Education
Chuyên ngành	English Linguistics
Thể loại	Graduation Paper
Năm xuất bản	2021
Thành phố	Hung Yen

Định dạng
Số trang	49
Dung lượng	1,2 MB