INTRODUCTION
Statement of the problem and rationale for the study
Recent shifts in education have transformed learners into active participants in their own learning, moving away from the traditional model of passive knowledge reception (Yaneer, 2003) Concurrently, teachers have evolved into facilitators of information, guiding students rather than simply delivering knowledge.
The teaching of English as a foreign language has evolved significantly, particularly with the shift from traditional methods like audio-lingual and grammar translation to a communicative approach This transition emphasizes a learner-centered model, positioning students at the core of the educational process Nunan (1988) describes this shift as an "offspring of communicative language learning," highlighting the importance of active learner participation In this context, Holect (1981) introduced the concept of autonomous learning, underscoring the value of students taking initiative in their own educational journeys.
Learner autonomy has gained significant attention from scholars, highlighting its critical role in language learning, particularly in vocabulary acquisition As the demand for effective communication in English continues to rise, mastering vocabulary becomes an essential aspect of the learning process.
Research on vocabulary and autonomy has been extensively conducted globally, with significant discussions focusing on the factors influencing autonomy and the nuances of vocabulary learning Notable studies by scholars such as Nation (1990), McCarthy (1990), and Schmitt have contributed to this field of inquiry.
In Vietnam, the traditional teacher-centered approach to education hinders the adoption of new teaching methods, particularly in fostering learner autonomy, which thrives when students take center stage in the learning process While several studies at ULIS have focused on vocabulary teaching and study techniques, they primarily target high school students, overlooking the needs of freshmen who require vocabulary enhancement based on their grammar examination results.
The researcher aims to enhance the existing literature by investigating the learner autonomy in vocabulary acquisition among English teaching freshmen at the University of Languages and International Studies.
Research aims and research questions
The researcher aims to examine students’ perceptions of learning vocabulary autonomously and their common strategies to become an autonomous learners
In order to achieve the above objectives, this paper would seek the answers to the following questions:
1 What are students’ perceptions of autonomy in vocabulary learning?
2 What are students’ common strategies to learn vocabulary autonomously?
Significance of the study
The research titled "Autonomy in Learning Vocabulary of Freshmen at FELTE_ULIS_VNU" aims to provide insights into vocabulary acquisition among first-year English teacher students, with a particular emphasis on learner autonomy This study enriches the faculty's research on teaching methodology, offering valuable information for students, educators, and researchers interested in this area It seeks to raise awareness about the significance of autonomous learning in vocabulary development and presents a variety of vocabulary learning strategies to enhance students' proficiency Additionally, the findings and discussions within the study are intended to assist English teachers in refining their teaching practices, ultimately improving vocabulary acquisition in their classrooms.
Scope
As articulated in the research title, “ Freshmen’s learner autonomy in vocabulary learning at FELTE – ULIS – VNU ”, the paper firstly focuses on
This article explores learner autonomy in vocabulary acquisition, focusing on the current state of students' independence in this area It examines their perceptions of learner autonomy and analyzes the learning strategies they employ to enhance their vocabulary skills.
Secondly, the subjects of the study were limited to first-year mainstream students whose major is English teaching at Faculty of English Language Teacher Education ULIS, VNU
Organization
In the rest of this study, the following chapters are included:
Chapter 2: Literature Review – provides the background of the study, including definitions of key concepts and analysis of the literature that sheds light on this research
Chapter 3: Methodology – sets out the research design, introduces the participants, instruments as well as methods to collect and analyze the data
Chapter 4: Results and Discussion – presents, analyzes and discusses the findings from the data regarding the three research questions
Chapter 5: Conclusion – summaries all the issues discussed in the paper, notes some limitations of the study and suggests pedagogical implications and potential avenues for further studies
LITERATURE REVIEW
METHODOLOGY
Selection of subjects
The researcher conducted a survey involving first-year English Language Teaching (ELT) students at FELTE, ULIS, VNU, selecting approximately 50 freshmen from two ELT classes With the faculty comprising 22 classes and a total of 550 students, including 8 ELT classes, this sample represents one-fourth of the entire freshman population, making it a significant and representative portion for the internal study.
In this study, cluster sampling was utilized as the chosen method due to its effectiveness in handling large populations As defined by Henry (1990), cluster sampling involves dividing the population into distinct subgroups, or clusters, where members within each cluster exhibit dissimilar attributes, while clusters themselves share similarities This approach aligns well with the diverse classes at FELTE, where selecting a random sample of individuals proved challenging because of the high student count Consequently, the researchers opted to select entire classes for participation To determine which classes would be included in the study, they randomly drew names from a selection of seven classes.
Participants
Description of chosen classes (QH2012.F1.E3, QH2012.F1.E6)
First-year mainstream English teaching students are currently at an A2 proficiency level according to the Common European Framework of Reference (CEFR) Having completed their first term, they have enhanced their English skills through two parallel courses: English for Social Purpose 1 and English for Academic Purpose 1 Throughout this term, students have learned to organize their studies and take responsibility for their progress through various in-class and out-of-class assignments and assessments.
Table 3.1 Demographic background of participants
Demographic background Number of participants
Time of learning English (Years)
In conducting the interviews, the researcher selected five students as participants, using pseudonyms to ensure confidentiality while delivering comprehensive and insightful data.
Participant Time of learning English
The researcher used questionnaires and interviews as data collection instruments due to their appropriateness to the study’s objectives
According to Oppenheim (1992), questionnaires are a convenient tool for researchers as they allow for simultaneous distribution to large groups, significantly saving time in data collection Additionally, questionnaires are cost-effective, enabling scholars to efficiently manage their budgets while conducting studies.
This research utilized questionnaires to gather data on learners' perceptions of autonomous learning and their commonly employed vocabulary learning techniques The survey consists of three main sections: participant information, perceptions of autonomous learning, and vocabulary learning strategies It includes both close-ended and open-ended questions, with the latter providing clarity and context to the former, thereby enhancing the understanding and analysis of the collected data.
In addition to the survey questionnaire, interviews serve as a valuable data collection tool, conducted after questionnaire responses to gather deeper insights from participants The reliability of the data has been assessed by comparing questionnaire answers with face-to-face interview responses Furthermore, interviews provide participants with the opportunity to express their opinions more freely, which may be challenging to convey through questionnaires (Oppenheim, 1992).
Out of three types of interview, namely structured, semi-structured and unstructured, semi-structured interviews have been applied for this research thanks
The interviews, conducted in Vietnamese to foster a comfortable environment for participants, aimed to gather comprehensive insights Each interview comprised three sections: the first focused on collecting personal information from the interviewees, the second explored their perceptions of autonomy in vocabulary learning and its significance, and the final section examined their learning strategies, including their evaluations of effectiveness, challenges faced, and solutions during the autonomous learning process.
Procedures of data collection
Step 1: Preparing for questionnaire administration
Prior to finalizing the survey questionnaires, the monitors of the selected four groups were contacted for their cooperation, informed about the study's purpose, and notified of the specific timeline for survey distribution.
The researcher will conduct the survey during break times, ensuring that students understand the study's purpose before participating, which encourages accurate and informative responses To uphold research ethics, confidentiality is strictly maintained throughout the process Additionally, instructions and explanations in Vietnamese are provided to eliminate any ambiguity and prevent misunderstandings among respondents.
After collecting questionnaire papers, the researcher conducted the interviews The researcher asked for participants’ permission of recording the interviewing The research also took notes during the talk
Procedures of data analysis
The researcher distributed 52 questionnaires and received 48 responses, with 45 deemed appropriate for analysis Utilizing quantitative data, the researcher applied descriptive statistics, specifically mean and standard deviation, to summarize findings effectively The results were visually represented through bar and pie charts to highlight differences among variables within the same category Insights were drawn from the literature review, and qualitative data from students' open-ended responses were summarized and quoted for illustrative purposes.
The data gathered from interviews were analyzed using content analysis, which involves categorizing similar ideas based on notes and audio transcripts This method, as described by Steve (2001), systematically condenses extensive text into concise content categories through explicit coding rules Content analysis is commonly applied to essays, interview responses, and verbal printed media.
FINDINGS & DISCUSSIONS
Freshmen‟s perceptions of autonomy in vocabulary learning
4.1.1 The importance of learning English vocabulary
The significance of vocabulary learning as perceived by students is a key focus for researchers Figure 1 illustrates the findings from the questionnaire, while interviews with participants provide insights into their reasoning behind these assessments.
The pie chart illustrates that all students recognize the significance of vocabulary learning, with a substantial 83.3% (40 out of 48 students) affirming its importance This data highlights the strong value placed on vocabulary acquisition among freshmen.
Chart 4.1 Freshmen's judgement of the importance of vocabulary learning
All of the interview respondents agreed that it was vital to learn vocabulary due to its benefits in language learning In fact, they believed that their study at
A strong vocabulary is essential for effective communication, both in academic settings and in interactions with foreigners Utilizing synonyms enhances speaking and writing skills, which teachers value more than mere repetition A broader vocabulary enables better comprehension of reading and listening materials, leading to higher test scores Vocabulary not only aids in studying but also facilitates clear and effortless expression of ideas, as highlighted by Yen, who referred to it as "a golden key." Additionally, possessing a rich vocabulary allows learners to choose the right words for different contexts, minimizing ambiguity and misunderstandings.
Freshmen's positive attitude towards vocabulary learning highlights a significant shift from the traditional focus on grammar This change not only emphasizes the importance of vocabulary but also serves as a strong motivation for students to engage more deeply in their language studies.
4.1.2 The level of interest in learning English vocabulary
Chart 4.2 Freshmen's interest in vocabulary learning
To gain a better understanding of freshmen's attitudes towards vocabulary learning, we examined their level of interest in this area The findings from the questionnaire are illustrated in the second pie chart.
A study revealed that 29 out of 48 students lacked interest in vocabulary learning, with 16 expressing neutrality and only three showing significant concern Initially, this finding appeared to contradict their positive views on the importance of vocabulary However, interviews with five respondents indicated that while students recognized the necessity of expanding their vocabulary, their reluctance stemmed from feelings of laziness and the perception that vocabulary learning is "tiring and boring" (Duong).
Low individual motivation and ineffective learning strategies may contribute to students' disinterest in vocabulary learning Wlodwoski (1985) suggests that motivation influences learners' behavior and persistence, while Oxford (1990) emphasizes that effective learning strategies can make the process more enjoyable and less challenging Additionally, students may face obstacles in vocabulary acquisition, which will be explored further Although vocabulary learning may not captivate most students, it is difficult to definitively state that their academic performance will decline Nonetheless, it is widely believed that interest in subject matter plays a crucial role in supporting and enhancing the learning experience (Dewey).
4.1.3.The importance of learner autonomy in vocabulary learning
Chart 4.3 Freshmen's judgement of the importance of learner autonomy in vocabulary learning
To explore freshmen's learner autonomy in vocabulary acquisition, it is essential to consider students' perceptions of its significance, as depicted in the third pie chart of the collected data.
Figure 3 indicates that no students consider learner autonomy unimportant, with one-third of freshmen holding a neutral view on autonomous vocabulary learning Half of the students recognize the significance of autonomous learning, a sentiment echoed by all five interviewees The interviews revealed that, according to Anh and Duong, learner autonomy is crucial for vocabulary acquisition and all areas of study Duong highlighted that while assistance from others is beneficial, the primary responsibility for learning rests with the learners themselves.
“a prerequisite factor” to have a wide vocabulary is learner autonomy (Yen)
Learners recognize the importance of vocabulary autonomous learning, particularly as ULIS university students, where learner autonomy plays a crucial role in their academic success The implementation of a credit-based curriculum further emphasizes the need for independent study habits.
26 number of subjects The consciousness of the characteristic is one of decisive factors influencing the way students learn
Disagree Neutral Agree Strongly agree
Setting goals Making plans Following plans
Chart 4.4 Students' autonomous vocabulary learning habits
(The numbers on the vertical axis and the number on the top of each bar present the number of students who chose that option)
Autonomous learning involves learners establishing study goals, creating plans to achieve those goals, and adhering to those plans Participants in the study emphasized the importance of learner autonomy, highlighting the need to assess their autonomous learning habits.
The result of the first question was positive with the mean close to 4 (agree)
A survey revealed that while only one freshman does not set goals for vocabulary mastery, around 65% of students, equating to 31 individuals, actively establish objectives for their vocabulary learning Additionally, four out of five interview respondents confirmed their commitment to setting these goals.
Setting clear goals for vocabulary learning is crucial for students, as it enhances their focus and motivation For instance, Duong opted to learn a specific number of words daily, while Yen preferred to explore themes through authentic texts This targeted approach allows learners to understand their objectives, encouraging them to put in the necessary effort to achieve their language acquisition goals.
Chi reflected on her past approach to vocabulary learning, noting that the pressure of passing university entrance exams had once motivated her to set clear goals However, upon entering university, she felt no academic pressure, which led to a lack of defined objectives in her studies This shift highlights a common issue among freshmen, as the absence of pressure can contribute to a decline in motivation and effort.
After establishing clear learning objectives, it is essential for learners to create a flexible study plan that can be adapted to various circumstances Data from a recent questionnaire indicates that a significant majority of students agree on the importance of making such plans, highlighting its value in their educational journey.
In fact, the number of agreeing respondents account for two thirds of participants, in which 13 freshmen regurlarly do the activities
CONCLUSION
Summary
Freshmen place a high value on vocabulary learning, recognizing its crucial role in academic success and effective communication in everyday life They understand that a robust vocabulary is essential for both their studies and social interactions Additionally, students are increasingly aware of the importance of learner autonomy in vocabulary acquisition, which serves as a strong motivator for them to focus on this area Despite this awareness, many students find vocabulary learning to be uninteresting.
Two-thirds of participants set objectives for their vocabulary learning, with 13 freshmen consistently engaging in related activities However, this practice is not common among most respondents, as only one in three students adheres to their plans, while the majority struggle to stay on track.
The data gathered from the questionnaire and interviews indicates a noticeable gap between the comprehension of vocabulary learning's importance and the actual practice of acquiring vocabulary.
Freshmen commonly use English-English dictionaries and context clues to discover word meanings Bilingual dictionaries are beneficial as they provide definitions along with pronunciation, word families, and collocations Additionally, students occasionally seek assistance from teachers or peers to infer meanings from word suffixes.
To effectively consolidate vocabulary, maintaining a vocabulary notebook and actively using new words in writing and speaking are the most popular strategies A vocabulary notebook serves as a personal dictionary, allowing individuals to easily reference their vocabulary Engaging with new words in communication reinforces their meaning, usage, pronunciation, and spelling Less common methods include grouping new words with familiar ones by theme and associating them with synonyms or antonyms Flashcards are the least favored technique, as many freshmen find the process of creating them tedious.
Freshmen primarily choose English songs as their preferred source for expanding vocabulary, followed by watching movies, surfing the Internet, and engaging with English television programs In contrast, traditional printed materials like books, brochures, magazines, and newspapers are less favored This trend highlights students' preference for modern, engaging resources that provide authentic content over conventional options.
Pedagogical implications
Due to the fact that learner autonomy does not means that students study without teachers’ help, serveral recommendations are made to teachers
Freshmen often exhibit a low interest in vocabulary, highlighting the need for teachers to enhance the appeal of vocabulary learning Effective teaching methods and materials should align with students' preferences to boost engagement Popular strategies among students for expanding their vocabulary include fun activities like listening to music and watching movies or TV shows To foster a greater desire to learn vocabulary, educators can incorporate students' favorite songs into their lessons.
Research indicates that students can effectively remember new vocabulary through the melodies of songs, as the context of the music aids in retaining meaning (2002) This perspective is reinforced by Murphey (1992), who suggests that music can help learners address vocabulary retention challenges due to its catchy nature Additionally, song lyrics encompass a wide range of themes and topics, providing students with exposure to a vast array of vocabulary.
Despite recognizing the importance of vocabulary learning, many freshmen show little interest in it, with some students admitting they only engage with vocabulary reluctantly due to teacher requirements Duong highlighted her experience with a glossary assignment, illustrating the challenges faced in motivating students to embrace vocabulary study.
Many students, including myself, often copy and paste words into assignments without fully understanding their meanings This practice is common among my peers as well However, for diligent students, this method can be beneficial in enhancing their learning experience.
Similar to the recommendation on teaching methods, students’ favour should be made full used of For instance, instead of asking them to find academic reading
Teachers can enhance vocabulary learning for freshmen by encouraging them to discover words in songs, stories, or films Additionally, assessing students' work helps both teachers and learners gauge their progress The vocabulary findings from students can serve as valuable resources for educators to create diverse vocabulary tasks.
Learning strategies vary by individual, but many students appreciate teachers sharing effective study tips Teachers can offer methods for discovering word meanings, memorizing vocabulary, and suggest authentic materials that have proven useful Additionally, it's important for teachers to pay attention to student feedback, allowing them to recommend tailored solutions to students' challenges.
Limitations
Despite the researcher’s great efforts in conducting the research, there still exist some limitations in this study
Regarding the number of participants, the researcher only collected data of
The study involved 48 respondents, including five interviewees due to time constraints, suggesting that a larger sample of teaching-major freshmen could enhance the validity of the results While the primary focus was on students' perceptions and actions regarding learner autonomy in vocabulary learning, the literature review highlights the critical role teachers play in guiding students to effectively utilize these characteristics Involving teachers in the study could provide valuable insights into students' vocabulary mastery and offer recommendations for suitable learning strategies.
The current study could benefit from a more in-depth exploration of students' presentations as autonomous learners, particularly focusing on their goal-setting, planning, and implementation processes Investigating these areas is essential, as students' perceptions of learner autonomy are better represented through these habits.
A significant regret of the researcher is the underutilization of the interview process The respondents could have provided more in-depth information if the researcher had broken down questions into smaller, more manageable parts This approach would have led to richer findings, resulting in a more persuasive explanation.
In a nutshell, the research was well aware of these limitations It is hoped that the findings can serve as a reference to further studies conducted on the issue
Recommendation
Vocabulary research is a vast area with countless opportunities for future studies As a reference, upcoming researchers should consider the following recommendations to enhance their investigations in this field.
One limitation of this study is the relatively small number of respondents Increasing the participant pool by gathering more completed questionnaires and conducting additional interviews could yield more reliable results A larger sample size would enhance the validity of the data and strengthen the conclusions drawn from the research.
Future research should focus on exploring motivation in vocabulary learning, as students' disinterest may stem from a lack of motivation By examining both personal and external factors that influence motivation, valuable insights can be gained that benefit both students and teachers.
An alternative research design, such as a case study, can provide valuable insights by examining a small group of participants in depth This approach allows researchers to focus on the actual learning processes rather than relying solely on self-reported data By exploring the issue from this fresh perspective, the findings can significantly enhance the understanding of students' learner autonomy.
All things considered, the researcher hope that the present study may set the inspiration to future investigators and be a useful reference for later studies
QUESTIONNAIRE
Time of learning English: years
Part 2: Perception of learner autonomy in learning vocabulary
Circle one option for each question
1 The importance of learning English vocabulary
3 The importance of learner autonomy in vocabulary learning
4 What are your vocabulary learning habits?
Please put a tick ( in the column of the number that reflects your vocabulary learning habits If you have any further explanation, please write at the end of the form.)
1 2 3 4 5 Strongly disagree Disagree Undecide Agree Strongly agree
I set goals for my vocabulary mastery and adapt them when necessary
I make plans based on goals for my vocabulary learning and adapt them when neccesary
I follow my vocabulary learning plans
Part 3: Your strategies to learn vocabulary autonomously
Please indicate your vocabulary learning strategies by placing a tick in the corresponding column that reflects their frequency of use If you have additional comments or explanations, kindly include them at the end of the form.
Never Seldom Sometimes Usually Always
Strategies to Discovering the Meaning of New Vocabulary Items (DMV)
Guessing the meaning from the context
Asking teachers and/or friends or others
Looking at the word roots, prefixes or suffixes to guess the meaning
Strategies to retain the knowledge of newly-learned vocabulary items (RKV)
Associating new words with the synonyms or antonyms
Grouping new words with the already-learned ones in the same themes
Using new words in writing/speaking
Strategies to expand the knowledge of vocabulary items (EKV)
Expanding the Knowledge of Vocabulary Items (EKV) 1 2 3 4 5
Reading leaflets/brochures, magazines or newspapers
Surfing the Internet especially the websites for learning English
Watching a television programme in English
Listening to a radio programme in English
5 What are difficuties that you having in your vocabulary learning?
6 What is your suggestion for your teachers’ vocabulary teaching activities to enhance your autonomous learning vocabulary?
INTERVIEW
1 What is your judgement of the role of learner autonomy in learning vocabulary?
2 Do you set goals for your vocabulary learning? Do you make vocabulary learning plans and follow them?
3 What strategies do you use to learn vocabulary autonomously? How often do you use those strategies?
4 What difficulties do you have while you learn vocabulary autonomously?
5 What is your suggestion for your teachers’ vocabulary teaching activities to enhance your autonomous learning vocabulary?
TRANSCRIPTION OF INTERVIEW
The researcher translate two interviews to make examples for the interviewing
1 Do you think that learning vocabulary is important?
2 Do you enjoy learning vocabulary?
No Because I’m kind of hate rote-learning In detail, saying and writing a word over again make me unpleased
3 How do you assess your mastery in vocabulary?
It is limited I think it is pre-intermediate
4 Do you think learner autonomy is important in learning vocabulary?
It is very important for learners to learn on themselves
5 Do you set the goal for your vocabulary learning?
During high school, I established daily vocabulary goals, aiming to learn several words each day to prepare for the university entrance exam However, once I entered university, I abandoned this practice due to the lack of pressure to maintain it.
6 Even though you don’t set goal for vocabulary learning, you still need to work with them, i.e, in reading skill Do you check your vocabulary and how?
Yes, I do I usually do online vocabulary test and I get two thirds right answers But I’m not pleased with that, I’m still so lazy
7 When you encounter a new word, what would you do to figure out its meaning?
I use Tratu.vn to find word meanings, starting with pronunciation before looking up definitions When the dictionary isn't accessible, I rely on context from surrounding words and sentences to infer meanings However, I prefer using dictionaries for their efficiency in saving time.
8 How can you remember words?
To enhance vocabulary retention, it's beneficial to repeatedly read and write words in context Focusing on theme-categorized passages allows for the repetition of the same words, aiding in better understanding and memory Additionally, maintaining a vocabulary notebook, as encouraged by my high school teacher, can further support this learning process.
9 Which sources of vocabulary do you often use?
The internet serves as a valuable resource for enhancing language skills and vocabulary, with reputable sources like BBC and CNN being particularly useful By listening to their content and reviewing transcripts, I can learn new words effectively Additionally, I enjoy watching TV shows, films, and listening to music, although these activities primarily serve as entertainment rather than formal study methods.
10 What difficulties do you often have when you learn vocabulary autonomously?
There are a lot of words to express the same meaning and a word has different meanings Consequently, I don’t know when to use which word
11 What can you do to cope with the problem?
Try to note words in situation Try to avoid from disturbance such as mobile phone
12 Have you got any ideas for teachers to help freshmen improve their autonomous vocabulary learning?
University teachers often allow students a degree of freedom in their learning, which can lead to laziness Stricter guidelines from educators may enhance student motivation While autonomy in learning is crucial, the role of teachers remains vital Implementing a reward system for timely and high-quality assignments can encourage students to stay engaged and productive.
1 Do you think that learning vocabulary is important?
I think it is very important to learn vocabulary For instance, in communication, we need words to express ideas The more words we can use, the more persuasively we perform
2 Do you enjoy learning vocabulary?
I must admit that I am not very interested in learning vocabulary I know it is important to learn; however, learning vocabulary is very tiring and boring
3 How do you assess your mastery in vocabulary?
In high school, I believed my vocabulary was strong compared to my peers, but it declined once I started university I realized that students from Hanoi possess a much better vocabulary, while my own skills are only average.
4 Do you think learner autonomy is important in learning vocabulary?
Learner autonomy plays a crucial role in mastering vocabulary and other subjects, as it empowers students to take charge of their own learning While assistance from peers and educators can be beneficial, it is not always accessible, highlighting the importance of self-directed study.
5 Do you set the goal for your vocabulary learning?
Setting a goal, such as learning new vocabulary from a reading passage, is distinct from effectively achieving that goal For instance, I diligently note down all unfamiliar words and phrases in a notebook, yet after a week, I struggle to recall any of them This lack of retention may stem from my own laziness in reinforcing my learning.
6 Do you check your vocabulary by testing?
No, I don’t I just do english tests given by teachers
7 When you encounter a new word, what would you do to figure out its meaning?
I often attempt to infer the meanings of words through context, but when I'm in class, I prefer to consult my classmates who have a strong vocabulary I rarely seek assistance from teachers for word meanings, as I find that simply hearing a word is insufficient for retention Consequently, I tend to forget words and their definitions easily.
At high school, I often use English-Vietnamese dictionary but now I use English-English dictionary University teachers always explain words in English so
I want to learn the explanation I bought an English-English dictionary and I was excited to use it daily Now, I just use it when neccessary
8 How can you remember words?
During my secondary and high school years, my teachers required us to maintain a vocabulary notebook, encouraging us to repeatedly speak and write new words However, in university, this practice is no longer enforced, leading me to simply look up word meanings when I encounter unfamiliar terms Unfortunately, I often forget these words and find myself needing to search for their meanings repeatedly, as I do not actively employ techniques to help me memorize them.
9 Which sources of vocabulary do you often use?