iii ABSTRACT This is a study that aims to investigate the strategies used by the students of English major in dealing with their difficulties during learning vocabulary.. Vili LIST OF AB
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Scope Of Study ốc cố ẽ
Within the scope of graduation paper and due to the limitation of time, the researcher just hopes to concentrate on investigation the difficulties and suggested solutions in learning vocabulary for the first- year English major students at Hung Yen university of Technology and Education.
Methods of the Study ố
To collect data for researching, the author uses both quantitative and qualitative methods including questionnaire and interview The questionnaire and interview questions were deigned basing on the aims of study After getting the results, the author will use the tables and charts for presenting the collected data.
The main content of the tOPiC ee
Chapter |: Introduction - gives the general introduction of the study and presents the rationale, the aims, research questions, the methods and design of the study
Chapter 2: Literature review - provides overview of oral presentation and gives the basic knowledge of the concepts related to the study
Chapter 3: The study - shows the result of the study and suggests some tips to solute and improve vocabulary
Chapter 4: Conclusion - summarizes of the study and suggest some ideas for further study
According to the definition on Cambridge dictionary web, vocabulary is all the words known and used by a particular person or all the words that exist in a particular language or subject
According to Richards ( 2002:255), vocabulary is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write
Vocabulary is the total number of words in a language, all the words known to a person or used in a particular book, subject, etc; a list of words with their meaning, especially one accompanies a textbook (Hornby 1995: 1331)
Those definitions show that vocabulary is the first element that the English learners should learn in order to master English well besides the other English
According to Nation (2001) there are 2 kinds of vocabulary: Perceptive and productive Perceptive vocabulary refers to the words that native speakers and foreign learners recognize and understand but hardly ever use it, it is used passively in either listening or reading Productive vocabulary is utilized actively either speaking or writing
2.2.2 High-frequency, low-frequency, technical and academic vocabulary
According to Stuart Webb ( 2008), vocabulary has been classified according to their frequency in different types of discourse The most commonly used vocabulary categories are high-frequency and low-frequency The terms technical and academic vocabulary refer to words that are more frequent within specific discourses types These categories are useful because they provide some indication of which words are important to learn High-frequency words are encountered regularly in all forms of speech and writings, so not knowing these words can lead to a lack of understanding and difficulty in communicating.
The conditions for vocabulary leaTn1ng + 4113321121211 11111121111 1tr, 3 2 Thoughtful processing cố ố
Each of two major kinds of tasks draw on the same conditions for vocabulary learning
If these conditions are present, then vocabulary learning has a good chance of occurring 2.3.1 Motivation
The learner are interested and attentive Motivation is a pre-requisite for attention Tseng and Schmitt (2008) see motivation of various kinds being central to vocabulary learning
The learners have oppotunities to notice, retrieve or to make generative use of vocabulary The levels of porocessing hypothesis ( Craik and Lockhart, 1972) says the critical factor in memory is the depth or thoughtfulness of the mental processing at the moment of learning Laufer and Hulstijn (2001) have operationalized this in the involve- ment load hypothesis, which makes use of the conditions of needs, search, and evaluation In this discussion however we will draw on the condition of noticing, retrieval is involved and generative use Noticing involves giving some degree of concious attention to an item ( Schmidt, 1990), Conciuos, deliberate attention helps learning Retrieval involves recalling aspects of a word ( its form, meaning, or use ) Retrieval is also involved when a speaker recalls the word form neede to express a wanted meaning Baddeley (1990) considers retrieval to be one of the most robust mechanism available to improve memory of items Generative use ( Joe, 1998) involves meeting or using a word in a way that is different from previous meeting or uses The more generatively a word is used, the stronger the memory of it
Researchers such as Laufer and Nation ( 1999), Maximo ( 2000), Gu (2003), and Nation (2011) and others have realized that the acquisition of vocabulary is essential for successful second language use and plays an important role in the formation of complete spoken and written texts In English as a second language ( ESL) and English as a foreign language ( EFL) learning vocabulary items plays a vital role in all language skills ( i.e listening, speaking, reading and writing ( Esc Nation, 2011) Rivers and Nunan (1991), furthermore, argue that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication
Research has shown that second language readers rely heavily on vocabulary knowledge and the lack of that knowledge is the main and the largest obstacle for L2 readers to overcome (Huckin, 1995) In production, when we have a meaning or concept that we wish to express, we need to have a store of words from which we can select to express this meaning or concept "When students travel, they don't carry grammar books, they carry dictionaries” (Krashen, as cited in Lewis 1993, p25) Many researchers argue that vocabulary is one of the most important- if not the most important- components in learning a foreign language, and foreign Janguage curricula must reflect this Wilkins (1972) states that: "There is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is needed to convey what one wishes to say While without grammar very little can be conveyed, without vocabulary nothing can be conveyed” p97).Other scholars such as Richards (1980) and Krashen (1989), as cited in Maximo (2000) state many reasons for devoting attention to vocabulary “First, a large vocabulary is of course essential for mastery of a language Second language acquirers know this; they carry dictionaries with them, not grammar books, and regularly report that the lack of vocabulary is a major problem”
Definition of “knowing an L2 word” involves not just the ability to recognize the word or to match it with its L1 counterpart, if such exists; knowing an L2 word also involves being able to use the L2 word communicatively in any of the four main language skills
These techniques are classified into four groups: decontextualizing, semi contextualizing, fully contextualizing, and adaptable Decontextualizing techniques are those that remove the word as completely as possible from any communicative context that might help the learner remember and that might provide some notion as to how the word is actually used as a part of language
Semi-contextualizing techniques allow some degree of context but fall short of full contextuality; thus, new words may be linked with something that is meaningful to the learner, but they are not used as part of naturalistic communication
Fully contextualizing techniques are those that embed the new words in a COD more or less normal communicative context These three types of techniques are not discrete but instead form a continuum of contextuality
The fourth classification, adaptable, refers to a technique that can reinforce other techniques at any part of the contextuality continuum
The three techniques that seem to be the most decontextualizing are word lists, flashcards, and conventional dictionary use However, as will be shown, it is sometimes possible to modify these techniques to inject a bit of context
One of the most prevalent means of trying to instill vocabulary in students is the use of word lists, a technique which does not necessarily involve any direct instruction by the teacher Though we have not found any published, empirical data on the frequency of word lists in L2 textbooks and materials, our experience indicates that they are very common In general, such lists are removed from any communicative context, that is, their relationship to the context in which the words will (one would hope) sooner or later be encountered is not directly shown, be that learners do not The assumptions that undergird this technique appear need much, if any, context to learn vocabulary, and that rote memorization is perfectly adequate L2 word lists are sometimes offered alone, without any native language (L1) equivalents This kind of list can be termed an unpaired list More often, lists include not just the L2 words to be memorized but also LI] equivalents Such lists are called paired or paired associate word lists, In an actual, university- level L2 class, students are told to memorize an alphabetical, unpaired, all-L2 list of approximately 1,500 common words, divided into smaller lists of several hundred words each, without the pro-vision of any context or Ll equivalents Students look up the LI meanings, memorize by rote (often by repeatedly copying the words), are tested at every class meeting, and usually forget the material after each test More typically, however, students receive a paired list at the beginning or end of each chapter in a traditional L2 textbook
Despite their decontextualizing nature, flashcards are very popular with students, especially for vocabulary self-testing In our research using learning journals, in which students explain their L2 learning strategies, we have discovered that flashcards are among the most widely used vocabulary learning techniques Commercial flashcards are available for many languages, including both traditionally taught languages like French, Spanish, and ESL and less common ones like Russian The flashcard technique involves at least three components: writing down (copying) the L2 word on the front of a card, writing the word's
L1 meaning on the back, and then using the card to become familiar with the new word and its meaning The flashcard thus represents a glorified L2 LI word list broken into units, each containing one new word or expression both L2 and LI forms The copying component (assuming that the flashcard is made by the student and not purchased as part of a set) might provide a small amount of kinesthetic benefit to some learners Unfortunately, we have not seen any empirical testing of the effectiveness of the flashcard technique In our own assessment, the flashcard approach is limited in value for most students unless some contextualizing embellishments added to the ordinary, are decontextualizing flashcard With creativity and thought on the part of the learner, flashcards can indeed be employed to provide greater context For instance, learners can sort flashcards into piles representing different groups of words (e.g., nouns, adjectives, adverbs, verbs, prepositions; words that are already learned vs words still needing to be learned; past tense forms vs present tense forms) Learners can tape flashcards to particular objects like lamp, table, and chair signified by the words on the cards, thus providing a visual (and to a degree tactile) context Visual context might also be added by taping relevant pictures to the cards Learners can arrange flashcards on the floor in a kind of semantic map, with related words closer together and unrelated words farther apart Finally, students can add context by writing the new words in complete, meaningful sentences on the cards
Learners have been known to try to memorize the entire L2 dictionary, one page at a time This particular use of the dictionary is analogous to memorizing infinitely long, decontextualized word lists It has produced notable failures, except perhaps for those few learners with so-called photographic memories Looking up words while reading is a kind of dictionary use which some teachers feel promotes vocabulary growth and reading comprehension Many students look up every single word they do not know and thus fail to use their existing ability to make inferences based on context Swaffar (1988) cites several studies indicating that access to dictionaries or glosses fails to improve performance in reading; and it seems reasonable to infer from this that such practices would also fail to increase vocabulary "Apparently, taking words from their context fails to promote the interactive process” between the learner and the text, and "glossing may have encouraged word for word reading with attendant detriment to conceptualizing” (Swaffar, p 133)
A number of semi-contextualizing techniques exist for learning L2 vocabulary: words grouping, word or concept association, visual imagery, aural imagery, keyword, physical response, physical sensation Some of the context comes from associations with other words or word-sounds (e.g., in word grouping, word or concept association, and to a degree in aural imagery), while in 12 other instances the context is more extra-linguistic (e.g., in visual imagery, physical response, and physical sensation)
The technique of word grouping involves dividing a longer word list into new, shorter lists by classifying or reclassifying the target language terms according to one or more important attributes In this way, some degree of context is created Word grouping establishes new groups or sets of words which hang together because of some common theme or characteristic, unlike the generally unorganized, decontextualizing word lists described earlier The theory seemingly underlying this technique is that grouping makes vocabulary learning easier by reducing the number of discrete elements and-in optimal situations- linking new, target language material with concepts that the leamer already knows in his or her native language
Groups can be based on type of word (e.g., all nouns or adjectives), grammatical form (e.g., irregular verbs of a certain kind), topic (e.g., words about weather), practical function (e.g., terms for things that make a car work), language function (e.g., apology, request, demand), similarity (e.g., warm, hot, tepid, tropical), dissimilarity or opposition (e.g., friendly /unfriendly), the way one feels about something (e.g , like, dislike), and so on Language textbooks sometimes group new vocabulary into thematic sets; and word grouping is often used by teachers in the language classroom
STUDY 00.00
Data collection instrument 0 nh ốc ố.ố
The two data collection instruments used in the study are survey questionnaire and interview
Survey questionnaires are always considered as one of the most frequently used and effective methods for studying This is the reason why the researcher decided to choose questionnaire as the instrument which is used to accomplish the researcher Moreover, it is easy and simple to summarize and report collected data while the researcher does not spend much time on it The survey questionnaire can be divided into three main parts:
Part 1 consists of the first four questions (1-4) focusing on the current situations of learning vocabulary among the first-year English major students at Hung Yen University of Technology and Education
Part II consists of the next questions (5-7) which showing the difficulties that the first- year English major students at Hung Yen University of Technology and Education face in learning vocabulary
Part II consist of the last questions (8-10) presenting some solutions and suggestions to improve vocabulary
An interview is done with 3 students in class of TAK18.2 of English in Faculty of Foreign Languages at UTEHY After the interview, the researcher based on the interview results to analyze the data The interview results were recorded carefully and the tape script are typed in the appendices part The interview data analysis presented with the collection data from the questionnaires in each part
3.6 Procedure of the data collection
To collect the information for the study, 70 copies of survey questionnaires were handed out to the first-year English major students In addition, 3 students were interviewed to complete the interview for students
After the data collected was analyzed, 3 first-year English major students were contacted for semi-structure interview The interviews were all tape- recorded to free the interviewers to participate naturally in the discussion and to allow the content to reviewed carefully At the beginning of each interview, the interviewees were explained clearly, explicitly and unambiguously about the nature of study During the interview, the researcher modified the questions and procedures according to the subjects’ response
This chapter has presented the methods of the study which conclude participants, data collection instrument as well as procedure of data collection
In this chapter, the data collected from the questionnaires were presented The finding from these results will lead to suggested solutions to improve present ability for the third- year English major students at UTEHY The 70 copies of the questionnaire were delivered to the students The data is analyzed in this part of the study in the below tables and charts which show the response for the questions having in the questionnaires
70 students were chosen randomly from class TAK18 in this study They are from 18-
20 years old They had from 9 to 12 years experiences in learning English,
4.1 The current situations of learning vocabulary among the first-year English major students at Hung Yen University of Technology and Education
There are 4 questions (from question | to question 4) discussing about the current situations of learning vocabulary among the first-year English major students at Hung Yen University of Technology and Education
Question |: How do you find learning vocabulary?
Chart 3.1: Students' perception toward learning vocabulary
Students wA Interesting and understandable
The pie chart shows a surprising result which is very contrary to the author's subject assumption The data from survey showed the students’ feeling in learning vocabulary As you can see from the pie chart, the opinion "interesting and understandable” is in low rates with 18,6% for learning vocabulary In addition, 21.4% of students felt interested but not understandable, boring but understandable accounts for 38,6% and 21,4% of students chose
“neutral" when being asked their feeling of learning vocabulary
Question 2: Do you have vocabulary lesson in class?
Chart 3.2: The frequency of having vocabulary lesson in class
The pie chart shows students survey result The data from the survey showed The frequency of having vocabulary lesson in class While 89% of students consider that they have vocabulary lesson in class They also study new words for each lesson Besides, when learning any skill in class, students can take notes of vocabulary And 11% of students choose not to study vocabulary in class In short, most of students consider that they have vocabulary in the class
Question 3: How do you learn vocabulary?
Chart 3.3: How do you learn vocabulary Column chart showing student results The data from the survey shows the ways students learn vocabulary The way that students learn the most is word groups, with 34.3% of students choosing Furthermore, they also learned vocabulary through pictures and sounds, using dictionaries, words or concepts by 31.4%, 28.6%, 28.6%, 18.33% and 16.67%, respectively Meanwhile, the way students learn less are keywords, images and sounds, flashcards and word lists by 18.7%, 17.1%, 15.7%, 7.1%, respectively Furthermore, students said that they also learn vocabulary through reading background knowledge, English song lyrics and watching English films, using E app, communicating with foreigners, watching TV shows from E channel
Question 4: Do you like learning vocabulary?
Chart 3.4: Students’ interest in leaning vocabulary
Pie chart showing student results The data from the survey shows students’ interest in learning vocabulary Most students think that they like learning vocabulary for the following reasons: learning vocabulary will help them learn English well, communicating with foreigners fluently, expanding the amount of words, thanks to the vocabulary they have can expand knowledge in all areas of life as well as learning, vocabulary is very useful and interesting for children and they want to know more new words and vocabulary is very helpful for them in learning English In contrast, other students who chose “No” thought that the vocabulary was too difficult and boring and that there were a lot of words to remember
4.2 The difficulties that the first-year English major students at Hung Yen University of Technology and Education face in learning vocabulary
This part is analyzed with the question (from question 5 to question 7) discussing about the difficulties in learning vocabulary
Question 5 What are the difficulties that face you when you learn vocabulary?
Table 3.1: The difficulties that students face in learning vocabulary
No Difficulties Strongly disagree | Disagree | Agree | Strongly agree
7 Not enough supports 15% 48,33% | 36,67% | 0% from teachers
8 Not enough time to 18,67% 50% 28,33% | 5% learn
9 Lack of 18,33% 33,33% | 40% 8,34% books/references books for learning
There were many different answers about this question Based on the table, 43.33% of students agree that vocabulary’s uses are the difficulty they face but 35% of students disagree Moreover, 53.33% of students admitted that they agree with vocabulary’s forms that are their difficulty while 23.33% of students disagree You can see that vocabulary’s meanings had the same result with 53.33% of students agree but 21.67 % of them disagree Besides, more than one third students agree with vocabulary's pronunciations (35%) and 2.33% of them disagree The table also indicated that more than a half of students agree with spellings and 18.33% of them strongly disagree 9.9% of students strongly agree Discussing about not appropriate use, 41.67% of students agree with this, 33.33% and 18.33% of them disagree and strongly disagree Only 6.67% chose “strongly agree” The finding also showed that almost half of students disagree with “not enough supports from teachers” difficulty, 36.67% of them agree with this and strongly disagree is 15% “Not enough time to learn” is not a big problem to them Half of students disagree with this difficulty while 28.33% chose
“apree” Maybe they felt this đifficulty was not affected them much in learning vocabulary This difficulty together with lack of course books/references books for learning seem not the major challenges to the students when 40% of them chose “agree”
It can be concluded that all the difficulties mentioned affect somewhat students’ learning Question 6: Do you often forget vocabulary?
Chart 3.5: The frequency of students forgetting vocabulary
When students were asked if you often forget vocabulary, the majority of students choose not to account for 77% and 23% of students who choose among them say that they learn vocabulary quickly Learn vocabulary selectively The simplest are the words that you regularly use in daily life, words related to your industry, working environment Don't try to cram indiscriminately all the vocabulary you don't know Select only a few words that are important and necessary for you Then, the probability of seeing these words again will be more frequent and you will automatically be able to memorize it easily
Question 7: Have you learned a lot of vocabulary but can not use it when communicating?
Chart 3.6: Have you learned a lot of vocabulary but can not use it when communicating?
Recommendations 1n ố.ốó
According to the results of the questionnaires and interviews, there are some obstacles to students’ learning vocabulary such as grouping words, visual images, word lists Students who want to learn better vocabulary must themselves try their best to change bad study habits and improve their background knowledge When studying, learners should summarize what they have learned and take notes Today there are many ways to learn English, to improve vocabulary learning, you should spend time every day to learn and remember vocabulary
To be able to learn vocabulary in the best way, choose a group of words to learn; use images; sounds to help you remember more Then use a small notebook to jot down words and phrases, learn related vocabulary and review new words on a regular basis The more vocabulary you use, the richer your vocabulary will be
Learn vocabulary through word grouping
Word grouping techniques involve dividing longer word lists into new, shorter lists by classifying or reclassifying target language terms according to one or more important attributes In this way, some level of context is created Word groups establish new groups or groups of words that are tied together because of some common theme or feature, unlike the usual unorganized, unwritten word lists
Learn vocabulary through visual images
Visualization is a very useful semi-context aid for learning L2 vocabulary Using visuals to learn vocabulary is based on making associations between an image and a word The theory on which this technique is founded is that most learners has the ability to associate new Esc information with concepts in memory with meaningful visualizations, and those visualizations make learning more effective Visualization is known to help learners encapsulate information more effectively than they would if using single words alone (Bower, 1970; Higbee, 1979; Nyikos, 1987; Shephard, 1967) Furthermore, pictographic association involves more parts of the brain, thus providing greater cognitive power
Each flashcard will have an English word written on the front and a translation or definition of that word on the back Flashcards help you memorize vocabulary words both quickly and efficiently They can also be customized and reused Both paper and digital cards are available and you can create your own Either buy pre-made card sets or download card sets online They are easy to randomize Incorporate the order in which you learn the necessary learning to ensure that you fully understand the meaning of the words you are learning
Learn vocabulary through word list
A traditional vocabulary learning method is to make a list of all the English words you want to learn Unlike flashcards, the words you want to learn will be in the same place If you have trouble using flashcards, vocabulary lists are a reasonable alternative The biggest benefit is that the list is easy to expand when you want to add new vocabulary You just need to take the list out and write more vocabulary at the end You can use your list as the basis for other mnemonic methods From there identify specific words to put on flashcards or use in vocabulary quizzes
FluentU is an incredible tool to learn English pronunciation (and many ouner skills) directly from native speakers It provides real English videos like movie trailers, music videos, inspiring talks and more that have been transformed into personalized English lessons
CONCLUSION 15 Ẻ55 ,ÔỎ 33
Limitation of the Study oo .ố
Although the study has certain strong points such as collection methods, namely survey questionnaires for students, due to limited time, lack of sources, the researcher’s ability and other unexpected factors, it is obvious that the study has got a number of short-comings
First of all, due to the limited of time, experience to some extent, the researcher could not conduct other methods such as classroom observation which can make the obtained results more reliable
Secondly, due to the limitation of scope of the study, the researcher only focus on the first-year students in Faculty of Foreign Language which account for a small number of students at FFL, UTEHY Therefore, the result of the study can’t be generalized Besides, the researcher could not cover all the aspects of difficulties
In addition, the techniques suggested in this research are selected from different reliable but limited sources.
Suggestions for the further S{Udy - 5-5 c1 1112121111111 11111 H1 11 H1 1 tê, 33
Because of the limitation, this study could not cover all of aspects of the study Besides, the study only focuses on difficulties for only first-year students at FFL in order to help them
34 improve their learning vocabulary skill Moreover, for the further studies, to get better results, the researcher should invite more participants and the data collection method Together with using survey questionnaires and interviews, observation is also necessary to get more persuasive conclusions
All in all, despite the study can avoid to the limitation, the research has been completed under the guiding of the supervisor and self-effort Any comments and criticism will be highly appreciated for better further study
In this study, I have investigated the most commonly-used vocabulary learning strategies of the first-year English major students at Hung Yen University of Technology and Education, reasons for their preferences and the effectiveness of those strategies on their vocabulary learning which is self-evaluated by the students
The study points out that learners’ understanding of what involves in knowing a word is insufficient, which includes phonological and orthographical form and equivalent meaning
In particular, these strategies only help learners touch upon surface features of a word such as sound, spelling and equivalent meaning Students’ commonly-used vocabulary learning strategies do not provide learners with needed knowledge of vocabulary knowledge and skills to succeed in language learning In reality, the study shows that learners do not have many opportunities of experiencing many other strategies in classroom activities which are supposed to be good for a language learner Therefore, vocabulary language teaching should be a colourful picture which consists of many kinds of vocabulary learning strategies that help learners to fully develop learners’ word knowledge of a language
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7 Craik, E I M., & Lockhart, R S (1972) Levels of processing: A framework for memory research Journal of Learning Behavior; | I, 671-684
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APPENDIX: SURVEY QUESTIONNAIRE FOR THE STUDENTS
This survey questionnaire is designed for my research into "An investigation into the studying of English vocabulary for first-year English major students at Hung Yen University of Technology and Education" Your assistance in completing this survey is highly appreciated All the information provided by you only serve the study purpose and you can be confident that you identification will not be revealed in any discussion of the data
Please complete the following questions by circling your chosen options, write your answer in the provided blanks
How long have you been teaching English?
Thank you very much for your cooperation!
PART I: The current situations of learning vocabulary among the first- year English major students at Hung Yen University of Technology and Education
1 How do you find learning vocabulary?
2 Do you have learn vocabulary on the class?
(Explain your choice if possible: )
3 How do you learn vocabulary?
(You can choose more than one answer)
Word list Flashcards Dictionary use
4 Do you like learning vocabulary? Why?
PART II: The difficulties that the first-year English major students at Hung Yen University of Technology and Education face in learning vocabulary
5 What are the difficulties that face you when you learn vocabulary?
No Difficulties disagree Disagree | Agree agree
7 Not enough supports from teachers
8 Not enough time to learn
9 Lack of course books/references books for learning
6 Do you often forget vocabulary?
7 Have you learned a lot of vocabulary but can not use it when communicating?
Explanations: (please write here) xil
PART III: Solutions to improve vocabulary of the first-year English major students at Hung Yen University of Technology and Education
8 How much do you like the following activities in learning vocabulary?
No | Activities Very much | Much Normal Not much
5 Pair work or group work
9 Which of the following activities may help you better your vocabulary (you can choose more than one)
1 Using social media: Internet, TV,
2 Improving knowledge on a variety of fields: culture, country, economy, sports,
3 Taking part in English clubs/contests
4 Communicating with native speakers xiii
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10 What should your teacher do to help you improve your vocabulary ( You can chose more than one)
2 Give students clearer instructions before any learning vocabulary activity
4 Use technologies like videos, power-point,
6 Give students chances to discuss in the class
7 Give students appropriate and immediate feedback on their vocabulary œ Give students more suggestions
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APPENDIX 2: INTERVIEW QUESTIONS FOR STUDENTS
This survey questionnaire is designed for my research into "An investigation into the studying of English vocabulary for first-year English major students at Hung Yen University of Technology and Education" Your assistance in completing this survey is highly appreciated All the information provided by you only serve the study purpose and you can be confident that you identification will not be revealed in any discussion of the data
1 What are students’ attitudes towards vocabulary learning?
2 What are their main difficulties in learning vocabulary?
3 How do you improve your vocabulary?
Thank you very much for your cooperation!