Research questions
The research questions that the present study seeks to answer are:
1 What is the students‟ awareness of the importance of vocabulary learning?
2 What vocabulary learning strategies do the first year students at Hai Phong Community College commonly use?
Scope of the study
The research examined the vocabulary learning strategies utilized by first-year students at Hai Phong Community College during the second term of the 2011-2012 academic year.
Significance of the study
Vocabulary learning is a crucial component of acquiring a second or foreign language, as highlighted by Schmitt and McCarthy (1997) This study aims to enhance students' awareness of the significance of vocabulary acquisition and the variety of strategies available for effective learning It emphasizes the necessity for teachers to provide strategy training Additionally, the research identifies the most and least commonly used vocabulary learning strategies among students, offering valuable insights to support both educators and learners in vocabulary instruction at Hai Phong Community College.
Methods of the study
To achieve the study's objectives, a semi-structured interview and survey questionnaire were utilized, focusing on English teachers at Hai Phong Community College These teachers provided insights into the vocabulary learning strategies employed by their students, which informed the survey questionnaire The vocabulary learning strategies included in the survey were derived from a comprehensive literature review and data from the interviews Following the analysis of the results, the findings were discussed, and several recommendations were proposed.
Structure of the study
The study is divided into four chapters Each chapter deals with an important aspect of the study
Chapter 1 is the introduction of the study, which includes the rationale, aim, research questions, scope, significance the study as well as the methods and structure of the study
Chapter 2 explores fundamental concepts of language learning strategies and vocabulary acquisition techniques It also reviews the classifications of these strategies, establishing a theoretical framework that will support the investigation in the subsequent chapter.
Chapter 3 covers the pilot study and main study They include the context of the study, research questions, participants, data collection instruments, procedures, data analysis and implications
Chapter 4 summarizes the main issues of the whole study and gives the future directions for further research and limitations of the study.
LITERATURE REVIEW
Language learning strategies
1.1.1 Background of language learning strategies
Over the past two decades, the focus in language learning and teaching has shifted significantly towards learners and their learning processes, rather than on teachers and their methods This change has sparked interest in how learners process new information and the strategies they use to comprehend, learn, and retain it Consequently, understanding language learning strategies (LLS) for foreign language acquisition and the teacher's role in facilitating strategy training has become crucial in this evolving educational landscape.
Research into Language Learning Strategies (LLS) began in the 1960s, significantly influenced by advancements in cognitive psychology The primary focus of this research has been to identify the effective practices reported or observed among successful language learners (Rubin and Wenden, 1987) In 1966, Aaron Carton published "The Method of Inference in Foreign Language Study," marking the first exploration of learner strategies Following this, in 1971, Rubin conducted research on the strategies of successful learners, emphasizing that these strategies could be shared with those who struggle in language acquisition Rubin also categorized these strategies, paving the way for further exploration in the field.
Numerous researchers, including Fillmore (1976), Tarone (1977), Naiman et al (1978), Cohen and Aphek (1981), Wenden (1982), Chamot and O'Malley (1987), Politzer and Mc Groarty (1985), and Conti and Kolsody (1998), have extensively examined the strategies employed by language learners throughout the foreign language acquisition process.
1.1.2 Definition of language learning strategies
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 learning strategies.
Learning strategies are essential mental processes that learners utilize to acquire and apply a target language, as defined by Nunan (1991) However, Richard et al (1992) expand this definition to include intentional behaviors and thoughts that enhance understanding and retention of new information Similarly, Weinstein and Mayer (1986) emphasize that these strategies are purposeful and aim to facilitate learning by influencing the learner's motivation and the methods used to select, acquire, organize, and integrate knowledge.
Oxford (1990:8) defines learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self directed, more effective and more transferable to new situation.”
According to Ellis (1997), learning strategies are defined as the specific techniques or approaches that learners use to acquire a second language (L2) He emphasizes that these strategies can be either behavioral or mental, and they are generally focused on solving problems encountered during the learning process.
Rubin (in Wenden and Rubin 1987:19) clearly defines a learner as someone who actively engages in acquiring, storing, retrieving, and utilizing information This definition emphasizes the essential actions learners take to enhance their learning process and effectively manage their educational journey.
Learning strategies, as defined by O'Malley and Chamot (1990), are unique methods of 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 can be understood through various lenses, including cognitive, social, and pragmatic perspectives As a result, researchers have focused on developing a taxonomy of learning strategies rather than providing a singular definition This approach highlights the diverse ways in which learning strategies can be categorized and understood.
In the 1980s and early 1990s, research concentrated on categorizing strategies identified in studies from the previous decade, leading to the development of various taxonomies for classifying language learning strategies (LLS) and specific language sub-skills strategies.
One of the most famous to date that proposed by O'Malley and Chamot
(1990) Their hierarchical framework of strategies distinguishes three major strategy types:
O'Malley and Chamot's strategy framework is popular among educators for lesson planning, yet its construct validity remains unexamined Consequently, this raises concerns about its effectiveness in teaching and training students to utilize these strategies effectively.
According to Rubin, there are three types of strategies used by learners that contribute directly or indirectly to language learning These are:
Stern (1992:262-266) stated that, there are five main LLS These are as follows:
Oxford's classification of learning strategies is recognized as one of the most comprehensive systems, encompassing six distinct strategies divided into direct and indirect categories This taxonomy, established by Oxford in 1990, provides a detailed framework for understanding language learning strategies.
Recent research in this field highlights a comprehensive understanding of Language Learning Strategies (LLS), which extends beyond cognitive processes to encompass social and communicative strategies.
1.1.4 The importance of language learning strategies in language learning and teaching
Bridging the gap between students' learning styles and teachers' teaching methods is essential for fostering successful learning outcomes It is crucial to teach students effective learning strategies, which Oxford (1990) defines as specific actions that enhance the learning process by making it easier, faster, more enjoyable, self-directed, effective, and applicable in various contexts By implementing these strategies, educators can address the weaknesses of individual learning styles while maximizing their strengths, ultimately leading to a more powerful and effective learning experience.
To emphasize the importance of LLS, Chamot et al (1999) stated,
Effective learners distinguish themselves from less effective ones by the variety and application of learning strategies they employ Teaching these strategies is crucial for less effective learners, as discovering and utilizing effective techniques can enhance their learning outcomes Through targeted strategy instruction, students can not only improve their vocabulary but also develop better study habits.
Vocabulary learning strategies
1.2.1 Definition of vocabulary learning strategies
In the field of language learning strategies, there is no universally accepted definition for vocabulary learning strategies This absence of a formal definition may be unnecessary, as vocabulary learning strategies are inherently included within the broader category of language learning strategies, which themselves fall under the umbrella of general 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, employed by learners to enhance their vocabulary acquisition These strategies aim to make the learning process easier, quicker, and more enjoyable, while also promoting self-direction and effectiveness Ultimately, they help learners transfer their vocabulary skills to new contexts and situations.
1.2.2 Classification of vocabulary learning strategies
Word knowledge is an essential component of communicative competence (Seal, 1991), and it is important for both production and comprehension in a foreign Knowing a word involves knowing:
a great deal about its general frequency of use, syntactic and situational limitations on its use
its underlying form and the form that can be derived from it,
the network of its semantic features and,
the various meaning associated with the item
Understanding a word encompasses its spelling, pronunciation, collocations, and appropriateness, as defined by Nation (1990) Lexical competence extends beyond merely defining words; it involves a comprehensive set of knowledge and diverse strategies for acquiring that knowledge Consequently, foreign language learners adopt various strategies to enhance their vocabulary in the target language Researchers in the field of language acquisition have sought to classify these vocabulary learning strategies, with notable taxonomies proposed by Gu and Johnson.
(1996), Schmitt (1997) and Nation (2001) which are briefly discussed below
1.2.2.1 Classification of Gu and Johnson (1996)
Gu and Johnson (1996) list second language (L2) vocabulary learning strategies into metacognitive, cognitive, memory and activation strategies
Metacognitive strategies include selective attention and self-initiation techniques that enhance learning Students who utilize selective attention can identify key words crucial for understanding a text Meanwhile, those who apply self-initiation strategies employ various methods to clarify the meanings of vocabulary, facilitating better comprehension.
Cognitive strategies outlined in Gu and Johnson's taxonomy include guessing strategies, effective dictionary usage, and note-taking techniques Learners employing guessing strategies leverage their background knowledge and linguistic cues, such as grammatical structures, to infer the meanings of unfamiliar words.
Memory strategies are classified into rehearsal and encoding categories
Rehearsal strategies, such as word lists and repetition, play a crucial role in memory retention Encoding strategies enhance this process and include techniques like association, imagery, and various forms of encoding—visual, auditory, semantic, and contextual Additionally, word-structure analysis, which involves breaking down a word into its prefixes, stems, and suffixes, further aids in effective learning and comprehension.
Activation strategies include those strategies through which the learners actually use new words in different contexts For instance, learners may set sentences using the words they have just learned
All these suggested strategies can be summarized in a table as follows:
Metacognitive Selective attention: identifying essential words for comprehension
Self-initiation: using a variety of means to make the meaning of words clear
Cognitive Guessing: activating background knowledge, using linguistic items
Memory Rehearsal: word lists, repetition, etc
Encoding: association (imagery, visual, auditory, etc.)
Activation Using new words in different contexts
Table 1: Gu and Johnson’s (1996) taxonomy of vocabulary learning strategies
A comprehensive inventory of vocabulary learning strategies is developed by
Norbert Schmitt (1997) categorizes vocabulary learning strategies into two main groups: those for determining the meaning of new words upon first encounter and those for consolidating meaning upon subsequent encounters The first group includes determination and social strategies, while the second encompasses cognitive, metacognitive, memory, and social strategies Notably, Schmitt identifies social strategies as applicable to both categories, highlighting their versatility in vocabulary acquisition This classification is partially based on the distinct functions these strategies serve in the learning process.
Oxford‟s (1990) classification scheme The details can be seen on the table below:
Strategies for the discovery of a new word’s meaning
Analyze parts of speech Analyze affixes and roots Check for L1 cognate Analyze any available pictures or gestures Guess the meaning from textual context Bilingual dictionary
Ask teacher for an L1 translation Ask teacher for paraphrase or synonym of a new word Ask teacher for a sentence including the new word
Ask classmates for meaning Discover new meaning through group work activities
Strategies for consolidating a word once it has been encountered
Study and practice meaning in a group Teacher checks students‟ flash cards or word lists for accuracy Interact with native speaker
Study word with a pictorial presentation of its meaning Image word‟s meaning
Connect word to a personal experience Associate the word with its coordinates Associate the word with its synonyms and antonyms Use semantic maps
Use „scales‟ for gradable adjectives Peg method
Loci method Group words together to study them Group words together spatially on a page Use new word in sentences
Group words together within a storyline Study the spelling of a word
Study the sound of a word Say new word aloud when studying Image word form
Underline initial letter of the word Configuration
Use keyword method Affixes and roots Parts of speech Paraphrase the word‟s meaning Use cognates in study
Learn the words of an idiom together Use physical action when learning a word Use semantic feature grids
Verbal repetition Written repetition Word lists
Flash cards Take note in class Use the vocabulary section in your textbook Listen to tape of word lists
Put English labels on physical objects Keep a vocabulary notebook
Use English-language media (songs, movies, newscasts, etc.) Testing oneself with word tests
Use spaced word practice Skip or pass new word Continue to study word over time
Table 2: Norbert Schmitt’s (1997) taxonomy of vocabulary learning strategies
Nation (2001) presents a taxonomy of vocabulary learning strategies categorized into three main classes: planning, sources, and processes Planning strategies focus on selecting which words to study, determining the methods to employ, and establishing the frequency of attention given to specific words Source strategies involve discovering information about words through various means, including word part analysis, contextual clues, reference materials like dictionaries, or first language analogies Lastly, process strategies encompass methods for retaining vocabulary, divided into three sub-categories that correspond to key aspects of vocabulary acquisition: noticing, retrieving, and generating This comprehensive taxonomy provides a structured approach to effective vocabulary learning.
General class of strategies Types of strategies
Planning: choosing what to focus on and when to focus on it
Choosing the aspects of word knowledge
Sources: finding information about words Analyzing the word
Consulting a reference source in L1 or L2
Table 3: Nation’s (2001) taxonomy of vocabulary learning strategies
In general, although the taxonomies cited above may slightly differ in terms of strategies they categorize, they all provide a list of widely applicable vocabulary learning strategies
Nation's taxonomy stands out for its simplicity, utilizing straightforward language to categorize only a few classes and types of strategies This contrasts sharply with Schmitt's taxonomy, which identifies up to 58 strategies, and Gu and Johnson's taxonomy, which employs complex psychological terminology like metacognitive and cognitive strategies.
Schmitt's taxonomy serves as a valuable research tool for examining individual vocabulary learning strategies among specific learner groups This effectiveness is supported by Schmitt's 1993 study on Japanese learners of English Given its established research value, the taxonomy has been selected as the foundational framework for analyzing vocabulary learning strategies among first-year students at Hai Phong Community College.
METHODOLOGY
The context of the study
Hai Phong Community College offers a General English course for students across all departments, which is taught during the first and second years of study This course consists of four terms, totaling 240 periods of English instruction For the initial two terms, students use the textbook "New Cutting Edge – Elementary (Students’ Book)" by Sarah Cunningham and Peter Moor, published in 2005 In the subsequent two terms, the curriculum transitions to "New Cutting Edge – Pre-intermediate (Students’ Book)" by the same authors.
In 2005, a selection of materials was introduced to enhance the teaching experience, combining a comprehensive syllabus with reliable resources that contributed to the course's popularity These materials now include innovative features, making them even more user-friendly and engaging for educators and students alike.
The New Cutting Edge – Elementary (Students' Book) is designed for first-year students and includes fifteen theme-based modules along with three review modules Each module focuses on a specific topic and is divided into six parts: Language focus, Vocabulary, Reading/Listening, Task, Further skills, and Study practice Typically, each module requires an average of seven periods to complete The three review modules serve as "Consolidation modules," enabling students to assess their understanding and academic progress independently.
Each section of the vocabulary focuses on familiar themes, including people, places, daily activities, transportation, food and drink, films, clothing, and weather, which are essential components of each module This vocabulary is directly linked to the topics and tasks within the modules, establishing a crucial foundation for practicing all other aspects effectively.
By the time of the survey, the first year students at Hai Phong Community College have finished one-half of the second term
In this term, they study vocabulary of seven modules (from module 9 to
- Going out and staying in; the weather
At the end of the term, the students have to take an online exam called
The "Online Multiple Choice Test on LAN Network" features a total of 35 questions, covering phonetics, vocabulary, grammar, and reading comprehension Students have 30 minutes to complete the test after signing in, and their scores will be automatically sent upon completion or when the time expires This assessment serves as the final examination for the course.
Number Test items Number of questions
Multiple choice questions & short answers
Multiple choice questions & short answers
Multiple choice questions & short answers
Table 4: Table of test specifications
As can be seen from table, the Vocabulary contains at least fifteen multiple- choice questions in a test, which holds 15 points in total 35 points Besides, in the
The Pronunciation and Reading Comprehension sections each include five multiple-choice questions Students who are unfamiliar with new or challenging vocabulary may struggle to answer correctly in these areas Consequently, vocabulary knowledge accounts for more than half of the total score on a test.
Research questions
As mentioned above, the study was conducted to answer the following questions:
1 What is the students‟ awareness of the importance of vocabulary learning?
2 What vocabulary learning strategies do the first year students at Hai Phong Community College commonly use?
Pilot study
Prior to the main study, a pilot study was conducted with the same sample to evaluate the reliability of the research instruments and assess students' awareness of various vocabulary learning strategies included in the survey questionnaire The pilot study involved the participation of four randomly selected students and two teachers.
The interview, conducted in English with selected teachers, lasted fifteen minutes and took place at the Faculty of Foreign Language office Following established interview guidelines (refer to Appendix 2), participants were primarily asked open-ended questions, allowing them to freely express their thoughts.
Following a thorough review of existing literature and data, a survey questionnaire was developed and distributed to students, utilizing the same version as in the main study (refer to Appendix 3) Participants responded to preliminary questions before evaluating the frequency of their word learning and retention strategies, selecting from options ranging from "always" to "never." This process took place over half a day in a single classroom at HPCC.
Finally, the data were analyzed and some results were drawn from pilot study
Results for research question 1: What is the students‟ awareness of the importance of vocabulary learning?
All students participating in the survey have over seven years of experience learning English, highlighting their familiarity with the language The survey results indicate that all students acknowledge the significance of vocabulary acquisition in their English studies Notably, 75% of the respondents believe that vocabulary learning is crucial, while the remaining 25% still recognize its importance Consequently, it is clear that no student underestimates the vital role of vocabulary in mastering English.
A recent survey revealed a lack of awareness regarding vocabulary learning strategies among students, with only 25% reporting familiarity with the concept Despite this, all participants agreed on the importance of incorporating vocabulary learning strategies into classroom instruction Many expressed a desire for these strategies to be taught to reduce their reliance on vocabulary acquisition solely from classroom activities.
It can be concluded that the students were all aware of the importance of and the need to learn and to be taught vocabulary learning strategies
Results for research question 2: What vocabulary learning strategies do the first year students at Hai Phong Community College commonly use?
Participants employed various vocabulary learning strategies to discover the meanings of new words, although they struggled to identify or name these strategies Table 5 highlights the three most commonly used strategies among them.
Always use Often use Sometimes use
7 Ask the teacher for the meaning 3 75 1 25 0 0 0 0 0 0 4.75
4 Analyze any available pictures or gestures 2 50 1 25 1 25 0 0 0 0 4.25
Table 5: Vocabulary learning strategies for discovery a new word’s meaning used by the Pilot study participants
According to the data presented in Table 5, the most commonly utilized vocabulary learning strategy among participants was the use of an English-Vietnamese dictionary, employed by all four participants (100%) This indicates a strong reliance on bilingual dictionaries for vocabulary acquisition The second most frequently used strategy, with a mean score of 4.75, was asking the teacher for meanings, highlighting a significant dependency on teacher guidance Additionally, analyzing available pictures or gestures emerged as a relatively effective strategy with a mean score of 4.25 However, it is noteworthy that students rarely engage in analyzing parts of speech or exploring prefixes, suffixes, and roots, despite these elements being valuable tools for understanding word meanings.
The following table shows three most used vocabulary learning strategies for consolidation a word in memory
Always use Often use Sometimes X use
Table 6: Vocabulary learning strategies for consolidation a word in memory
Table 6 indicates that participants favored repetition—both written and verbal—as their primary method for learning encountered words, with mean scores of 4.75 and 4.25, respectively This suggests a reliance on rote memorization for understanding word meanings and forms Additionally, note-taking in class emerged as a frequently used vocabulary learning strategy, with half of the participants consistently employing this technique This finding aligns with the students' perception that their primary source of vocabulary learning is through classroom instruction or their teachers.
In conclusion, the pilot study revealed that students were enthusiastic about supporting the project and showed a keen interest in vocabulary learning strategies It is essential to maintain the same list of strategies for the main study, which will include a larger participant group and allow for a more detailed analysis of the results.
Main study
A total of 276 students from Hai Phong Community College were involved in this study, with the sample size determined using the Krejcie & Morgan (1970) formula.
The sample size n = 276 is the result of this fomula with N = 972 which is the total freshman at HPCC in year 2012 (See Appendix 1)
The students are chosen randomly from the first year students enrolled at HPCC in school year 2011-2012 Of the 276 participants, 70 were male and 206 n = required sample size
X 2 = the table value of chi-square for 1 degree of freedom at the desired confidence level (3.841)
P = population proportion (assumed to be 0.5 since this would provide the maximum sample size)
The study focuses on a sample of female participants aged 19 and 20 from various northern provinces and cities in the country, including Hai Phong, Hai Duong, Thai Binh, and Quang Ninh, with most hailing from rural areas All participants have studied English since the tenth grade in high school, but none have had the opportunity to learn English in an English-speaking country Notably, the study does not take into account variables such as gender or place of residence.
To conduct a comprehensive study, interviews were conducted with nine English teachers aged between 28 and 50, consisting of six females and two males Among them, three hold a Master of Arts degree, while the remaining six possess a Bachelor of Arts degree These educators have extensive teaching experience at HPCC, ranging from five to over fifteen years.
The study was conducted in two phases The first phase involved interviews with teachers to gather insights on the vocabulary learning strategies employed by students These qualitative interviews were essential for creating an initial list of strategies for the subsequent questionnaire, allowing the researcher to obtain detailed descriptions and immediate feedback (Patton, 2002, p.343) The second phase utilized a survey questionnaire aimed at assessing students' awareness of the significance of vocabulary learning, thereby collecting quantitative data.
In the initial phase of the study, semi-structured interviews were conducted with teachers to gather insights on the vocabulary learning strategies employed by their students Following this, a comprehensive list of these strategies was developed, informed by both the collected data and existing literature, and used to create a survey questionnaire for 276 participants in the second phase This survey aimed to identify the vocabulary learning strategies most frequently utilized by students Additionally, a section titled "General Information" was included in the questionnaire, featuring five questions to assess students' awareness of the significance of vocabulary acquisition.
Figure 1: Chart of the design of the current study
A semi-structured interview framework was developed to guide the interview process, granting the interviewer control over the conversation while fostering open, two-way communication This format enables both the interviewer and interviewee to exchange information effectively, offering greater flexibility compared to traditional structured interviews or questionnaires.
In addition, the interviewer can use both individual and group interviews, which can optimize the strengths of both
The interview featured a mix of open-ended and broad questions, ensuring that the conversation remained focused while allowing both the interviewer and interviewee the flexibility to explore topics in greater depth.
Compilation of survey questionnaire based on the interview data and literature review
Qualitative data for vocabulary learning strategies list
This article explores the quantitative data on students' awareness and vocabulary acquisition methods for learning new words By integrating interview data with a comprehensive literature review, a synthesized list of effective vocabulary learning strategies was developed.
The survey questionnaire included two parts as follow:
Part I is General Information, which contains five questions to seek information about the students‟ awareness of the importance of vocabulary learning
Part II is Vocabulary Learning Strategies A list of vocabulary learning strategies for the survey questionnaire were compiled with reference to the teachers interview‟s data in this study and a review of the literature on taxonomy of Schmitt (1997: 207-208) The reasons the researcher chose Schmitt‟s taxonomy are currently it is the most extensive one available; his six categories are clearly defined and easy to work with; and is matched with the researcher‟s purpose of the study However, due to limitations of time and the context of the study, modifications were made
The strategies in part II were divided into two subparts:
+ Strategies for discovery a new word‟s meaning (Consist of eleven specific strategies and one open-ended question which depends on different students)
+ Strategies for consolidation a word once it has been encountered (Consist of twenty-four specific strategies and one open-ended question which depends on different students)
Participants rated various vocabulary learning strategies on a 5-point Likert scale, ranging from 0 ("Never") to 4 ("Always") Each strategy was presented alongside its Vietnamese translation A detailed table of these vocabulary learning strategies is included in the survey questionnaire.
Part II: Vocabulary learning strategies
I Strategies for discovery a new word’s meaning
Group of strategies Strategies Number of strategies
II Strategies for consolidation a word once it has been encountered
Group of strategies Strategies Number of strategies
Table 7: Vocabulary learning strategies in survey questionnaire
In order to find out the students‟ perception of the importance of vocabulary learning and their use of those vocabulary learning strategies, the study was carried out as follows
A semi-structured interview was conducted in English with nine teachers, utilizing open-ended questions to allow participants to express their thoughts freely This process adhered to established interview guidelines and took place over the course of one day at the Faculty of Foreign Language office at HPCC.
The analysis of the interview transcript provided valuable insights that informed the design of the survey questionnaire This data will be compared with the survey results to enhance understanding of vocabulary learning strategies The final survey questionnaire was developed based on a thorough review of literature and interview data, aiming to identify logical groupings and connections among categories that illuminate learners' strategies in vocabulary acquisition.
A vocabulary learning strategies survey was conducted among 276 first-year students at HPCC, where participants rated the frequency of their use of various strategies for learning and retaining new words They indicated their responses by ticking a column that ranged from "always" to "never." The researcher ensured that the instructions were clearly explained, and the survey was carried out over the course of one week in the classrooms at HPCC.
A survey was conducted to assess first-year students' awareness of vocabulary learning strategies at HPCC The collected data were coded for statistical analysis to identify the most commonly used strategies and their frequency of use among the students.
2.4.4.1 Student’s awareness of vocabulary learning strategies
A significant majority of students surveyed, 83.7%, have been learning English for over seven years, while 16.3% have studied the language for five to seven years This indicates that most participants began their English education in primary school, resulting in extensive familiarity with both the English language and its vocabulary.
It is very essential for each student to recognize the role of vocabulary learning in learning English Figure 2 below presents information for this issue
Implications
2.5.1 The need of vocabulary learning strategy training
A Chinese proverb states, "Give a man a fish and he eats for a day; teach him how to fish and he eats for a lifetime," which highlights the importance of teaching methods in language acquisition This principle is especially relevant in learning English, where students must be equipped with effective learning strategies, while teachers play a crucial role in facilitating this process.
Most students utilize various vocabulary strategies outlined in the survey, albeit with differing frequencies However, a significant number still do not engage with these strategies Consequently, it is essential to enhance students' awareness of the importance of vocabulary learning strategies.
Many students lack formal instruction in vocabulary learning strategies, often relying on personal struggles or peer support to acquire new words To enhance their language learning experience, it is essential to introduce and teach effective vocabulary learning strategies in the classroom Providing students with strategy training will significantly improve their ability to learn and retain vocabulary.
While no one possesses complete knowledge about language learning, English teachers can effectively enhance their students' skills by sharing their insights through strategy training.
Students must recognize their responsibility in vocabulary learning, as research shows that learner initiative and independence significantly contribute to academic success (Gu, 1997) Their commitment to practicing vocabulary beyond the classroom is essential for achieving higher levels of proficiency Therefore, teachers should explain the rationale behind various vocabulary activities and strategies to enhance student motivation.
The study revealed that the English-Vietnamese bilingual dictionary was the most commonly used strategy among students for understanding word meanings Consulting a dictionary is crucial for confirming definitions, especially when students can validate their guesses However, many students focused on finding Vietnamese equivalents instead of negotiating the contextual meaning of words To improve their understanding, students should learn to extract information from context to select the correct meaning from sub-entries Additionally, dictionaries offer grammatical knowledge and word collocations, often illustrated with example sentences, which help students grasp the syntactic properties of words, including their parts of speech and usage Phonemic transcriptions in dictionaries also aid in pronunciation, and advancements in technology now enable students to hear accurate pronunciations through electronic or online dictionaries.
2.5.4 Teaching and learning in context
Many students exhibit a heavy reliance on their native language (L1) equivalents when learning vocabulary, often favoring bilingual dictionaries However, finding precise Vietnamese equivalents for certain English words can be challenging, leading students to use words with similar or relevant meanings instead This tendency can result in incorrect usage or collocations, as students frequently overlook the context in which words are used Consequently, only 5.1% of students consistently employ the strategy of guessing word meanings from textual context To facilitate a transition from L1 translation reliance to a greater awareness of context and grammatical features, vocabulary should be taught within discourse rather than as isolated items Implementing context-embedded lexical learning—such as through context sentences, conversations, and stories—can emphasize the importance of semantic meaning, helping students understand that word meanings are sensitive to context.
Students primarily used written and verbal repetition to solidify vocabulary in memory, highlighting the complementary roles of inferencing skills and memory strategies in vocabulary acquisition Many low-proficiency learners depended on rote memorization of word meanings and forms, leading to challenges and monotony in their vocabulary learning experience To enhance spelling and word retention, it is essential to incorporate phonemic transcription, phonological processing, and semantic processing strategies into their learning methods.
Understanding word features like prefixes, suffixes, and stems is crucial for effective lexical inferencing and memory consolidation of new vocabulary Despite their importance, a study revealed that analyzing these components was the least utilized strategy for discovering word meanings, with 76.4% of participants never using it Similarly, 73.2% never used memorization of word components to reinforce memory It's essential for students to avoid over-relying on morphological analysis alone; instead, they should integrate morphemic and syntactic information to accurately infer meanings Additionally, students must recognize that certain suffixes, like "un-," convey clear lexical meanings, while others, such as "-tion," indicate parts of speech Furthermore, some words, like "superficial," cannot be easily broken down into stems and affixes.
Research indicates that students often lack sufficient practice with vocabulary, which can lead to forgetting To enhance their lexical competence, students require ample opportunities for meaningful interaction with peers Although a natural English-speaking environment may not be available, increasing group and pair work activities focused on applying newly learned vocabulary can significantly aid in internalizing both the vocabulary and the language itself.
This study aims to enhance English teaching and learning, particularly vocabulary acquisition, at Hai Phong Community College It focuses on assessing students' awareness of the importance of vocabulary learning and identifying common strategies employed in vocabulary acquisition Additionally, the study proposes suggestions to improve the overall effectiveness of English instruction at HPCC.
Effective data collection tools revealed that students recognize the importance of vocabulary learning and the strategies associated with it While most students highly value vocabulary acquisition in their English studies, many were unfamiliar with specific vocabulary learning strategies Nonetheless, all participants agreed on the necessity of teaching these strategies in the classroom Additionally, the survey highlighted the strategies most frequently employed by the majority of students.
The study reveals several reasons behind students' vocabulary learning challenges in English Firstly, many students underestimate the importance of vocabulary acquisition and lack knowledge of effective vocabulary learning strategies Secondly, the most common method for understanding new words is using bilingual dictionaries, particularly English-Vietnamese, yet students often seek direct translations instead of grasping contextual meanings Additionally, to reinforce vocabulary retention, students predominantly employ written and verbal repetition, with lower proficiency learners relying heavily on rote memorization of word meanings and forms Lastly, understanding word features such as prefixes, suffixes, and stems can serve as valuable aids for lexical inferencing.
In this study, the analysis of prefixes, suffixes, and roots, as well as the memorization of these components, were the least utilized strategies among students The findings indicate a significant lack of vocabulary practice, highlighting the necessity for students to engage with their vocabulary regularly to prevent forgetting To transition words from passive to active vocabulary, consistent usage is essential.
The study presents several key suggestions to enhance vocabulary learning First, it emphasizes the importance of raising students' awareness regarding vocabulary learning strategies and the necessity of training in these strategies Second, it highlights the need for learners to take responsibility for their own vocabulary acquisition Additionally, it recommends implementing effective dictionary strategies and teaching vocabulary in context to improve understanding Memory strategies are also suggested to aid retention, along with an analysis of word features to deepen comprehension Finally, the study advocates for practical applications of vocabulary to reinforce learning.
2 Limitations and suggestions for further study