The Study Objectives
The major purposes of this study are:
- To find out if non-English major students at the Central Vocational College of Transportation Number 1 are aware of their vocabulary learning processes;
- To find out the vocabulary learning strategies employed by these students;
- To provide implications for the teaching and learning of the English vocabulary
The study would be conducted to answer the following questions:
Question 1: Are non-English major students at the Vocational College aware of using strategies in their vocabulary learning processes?
Question 2: What vocabulary learning strategies are commonly used by the students?
This study aimed to explore the vocabulary learning strategies utilized by students at Central Vocation College of Transportation Number 1 The results are intended to enhance English vocabulary instruction at this institution and potentially benefit other vocational schools as well.
In order to achieve the objectives of the study mentioned above, the quantitative analysis is the main tool for analyzing the data, which was collected from the questionnaire
The final recommendations were developed by integrating the survey questionnaire results with insights gathered from interviews and discussions with teachers and students at the Central Vocation College of Transportation Number 1.
The thesis is divided into three parts:
Part 1 – Introduction: This part includes the rationale, the objectives, the research questions, the scope, the methods, and the outline of the study
Part 2 Development: This part includes 3 chapters as follows:
Chapter 1 reviews the basic concepts related to language learning strategies, vocabulary learning, as well as research on vocabulary learning strategies In
4 addition, learning strategy classifications are reviewed to set up the theoretical framework for the investigation in the next chapter
Chapter 2 presents the questionnaire and interview study, detailing the study's setting, participant descriptions, research questions, methodology, and data collection procedures.
Chapter 3 presents a comprehensive analysis of the data gathered from questionnaires and interviews, summarizing and discussing the key findings Part 3 concludes the study by outlining its implications, limitations, and providing recommendations for future research.
Outline of the Study
The thesis is divided into three parts:
Part 1 – Introduction: This part includes the rationale, the objectives, the research questions, the scope, the methods, and the outline of the study
Part 2 Development: This part includes 3 chapters as follows:
Chapter 1 reviews the basic concepts related to language learning strategies, vocabulary learning, as well as research on vocabulary learning strategies In
4 addition, learning strategy classifications are reviewed to set up the theoretical framework for the investigation in the next chapter
Chapter 2 presents the questionnaire and interview study, detailing the study's setting, participant descriptions, research questions, research methods, and data collection procedures.
Chapter 3 presents an analysis of the data gathered from questionnaires and interviews, summarizing and discussing the key findings Part 3 concludes the study by outlining its implications, limitations, and offering suggestions for future research.
DEVELOPMENT
This chapter explores general learning strategies, with a specific focus on vocabulary learning strategies It also highlights key studies conducted on these strategies, laying the groundwork for the investigation into vocabulary learning strategies presented in the following chapter.
1.2 Vocabulary and Its Roles in Language Learning
Vocabulary, according to Oxford Advanced Learner‟s Dictionary Sixth Edition
Vocabulary encompasses all the words a person knows or uses, as defined by Lewis (1993), who notes that it includes both individual words and institutionalized utterances that carry specific meanings within a community This highlights the crucial role vocabulary plays in foreign language learning, emphasizing that developing a strong command of vocabulary is essential for mastering a second language at all proficiency levels, as stated by Read.
Words serve as the fundamental building blocks of language, forming the essential units of meaning that create sentences, paragraphs, and entire texts British linguist Wilkins emphasized the critical role of vocabulary in communication, stating that while grammar is important, a lack of vocabulary renders expression impossible Consequently, insufficient vocabulary can lead to significant communication barriers.
LITERATURE REVIEW
Introduction
This chapter explores various theories on learning strategies, focusing specifically on vocabulary learning strategies It also provides a summary of existing studies related to these strategies, laying the groundwork for the investigation into vocabulary learning strategies presented in the following chapter.
Vocabulary and its Roles in Language Learning
Vocabulary, according to Oxford Advanced Learner‟s Dictionary Sixth Edition
Vocabulary encompasses all the words an individual knows or uses, as defined by Lewis (1993:89), which includes both individual words and institutionalized utterances that hold specific social or pragmatic meanings within a community This highlights the crucial role vocabulary plays in foreign language learning, emphasizing that developing a strong command of second language vocabulary is essential at all proficiency levels, as noted by Read.
Words serve as the fundamental building blocks of language, forming sentences, paragraphs, and entire texts British linguist Wilkins emphasized that while grammar is essential for expression, vocabulary is crucial; without it, communication becomes impossible Therefore, a lack of vocabulary can lead to significant communication barriers.
Vocabulary is essential for effective communication in a second language, as highlighted by McCarthy (1990), who asserts that vocabulary is the most critical component of any language course Regardless of a student's grasp of grammar or pronunciation, without a sufficient vocabulary, meaningful communication becomes impossible Alexander reinforces this idea by stating that comprehension enhances with a better understanding of word meanings, emphasizing that words serve as the currency of communication.
A strong vocabulary enhances communication skills across listening, speaking, reading, and writing The success of a student in mastering any language significantly relies on the depth and breadth of their vocabulary.
In conclusion, vocabulary plays a crucial role in language learning, making it essential to incorporate vocabulary into the curriculum with a well-structured teaching approach Additionally, learners' vocabulary acquisition is vital for enhancing their language skills Consequently, teachers must address the question of how to effectively teach vocabulary to support their students' learning journey.
To do that, he must know how his students are learning vocabulary and if their strategies are effective.
Aspects of Vocabulary Knowledge
Understanding a word goes beyond simply knowing its meaning; it encompasses multiple aspects According to Cook (2001:61), a comprehensive grasp of a word includes its form, such as spelling and pronunciation, as well as its grammatical properties, like its category and potential uses.
7 impossible structure), lexical properties (for instance, word combinations and appropriateness), and general meaning and specific meaning
According to Schmitt (1998, cited in Hurd, S & Lewis, T, 2008), there is no single moment when we can say we “know” a word: gaining knowledge of vocabulary in a lengthy, cumulative process depending on:
- Knowing the form of the word: its spelling, pronunciation, and its constituent parts
- Knowing its meaning: the basic concept it represents, its meaning in different contexts, its associations
- Knowing its use: its grammar, collocations, register and variations or restriction on use
Besides considering individual words, learners also need to pay attention to lexical “chunks”, multi-words units and collocations
Nation (2001) emphasizes the importance of understanding vocabulary in two distinct ways: receptive and productive Receptive vocabulary refers to the ability to recognize and comprehend a word's form and meaning while listening or reading In contrast, productive vocabulary involves the active expression of meaning through speaking or writing, requiring the retrieval and production of the correct word form A detailed comparison of the requirements for both receptive and productive vocabulary knowledge can be found in Table 1 below.
Table 1: What is involved in knowing a word (Nation, 2001)
What does the word sound like?
How is the word pronounced?
What does the word look like?
How is the word written and spelled?
What parts are recognisable in this word?
What word parts are needed to express the meaning
What meaning does this word signal?
What word form can be used to express this meaning?
What is included in the concept?
What items can the concept refer to?
What other words does the word make us think of?
What other words could we use instead of this one?
In what patterns does the word occur?
In what patterns must we use this word?
What words or types of words occur with this one?
What words or types of words must we use with this one? Constraints on use
Where, when and how often do we expect to meet this word? Where, when and how often can we use this word?
(*) Note: in column 3, R = receptive knowledge, P = productive knowledge
In conclusion, understanding a word goes beyond its definition; it encompasses its form, meaning, and usage To effectively learn vocabulary, students must utilize diverse learning strategies tailored to their individual processes Teachers can evaluate the success of vocabulary acquisition based on the strategies employed by the learners.
Vocabulary Learning Strategies
Understanding language learning strategies is crucial before delving into vocabulary learning strategies, as it provides essential theoretical and empirical context The close connection between general language learning strategies and specific vocabulary learning strategies stems from the fact that many language learning strategies are inherently vocabulary-focused or can effectively facilitate second language vocabulary acquisition.
Language learning strategies are crucial for developing communicative competence, as they promote active and self-directed involvement in the learning process According to Oxford (1990), effective language learning strategies lead to enhanced proficiency and increased self-confidence among learners However, defining these strategies has proven challenging, with scholars offering varying interpretations over the decades.
Learning strategies, as defined by Rubin (1975, cited in Griffiths, 2004), refer to the techniques or devices learners utilize to acquire knowledge This definition has evolved, with scholars like O'Malley and Chamot (1990) clarifying that language learning strategies encompass both physical and mental actions, describing them as "special thoughts or behaviors" that aid individuals in comprehending, learning, or retaining new information.
(1990: 8) expanded the definition by stating that language learning strategies include
Language learning strategies are specific actions that learners consciously select to enhance their language acquisition process, making it easier, faster, and more enjoyable According to Cohen (1990), these strategies involve techniques that learners are aware of and utilize to facilitate their learning experience She further emphasizes that both language learning and usage strategies are processes chosen by learners to improve their ability to learn and use a second or foreign language, focusing on the effective storage, retention, recall, and application of linguistic information (Cohen, 1998).
In summary, despite variations in definitions, several common characteristics emerge regarding language learning strategies These strategies are crucial as they enhance and facilitate the language acquisition process They represent techniques that learners consciously employ to navigate the complexities of learning a new language While learning strategies may not always be visible, they can be cultivated to help learners recognize their own methods and improve their practical application.
1.4.1.2 Classification of Language Learning Strategies
The classification of language learning strategies lacks a universally accepted definition, leading to inconsistencies in existing taxonomies (Cohen, 1998) O'Malley (1990) categorizes these strategies into three main types: metacognitive, cognitive, and social Meanwhile, Oxford (1990) distinguishes between direct strategies, which actively engage with the target language, and other forms of learning strategies.
Language learning strategies can be categorized into direct strategies, which include activities like reviewing and practicing, and indirect strategies that support learning through planning, cooperation, and seeking opportunities These strategies are further divided into six subgroups: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies Collectively known as the Strategy Inventory for Language Learning (SILL), these categories have been widely utilized by researchers, including Oxford, in various studies focused on learning strategies.
The classification of language learning strategies serves as a crucial foundation for organizing vocabulary learning strategies However, inconsistencies in these classifications can complicate the grouping of vocabulary learning strategies This article will clarify these issues in greater detail.
1.4.2.1 The Importance of Vocabulary Learning Strategies
In reviewing various definitions of language learning strategies, O'Malley and Chamot (1990) describe them as "the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information." This broad perspective is supported by Schmitt (1997), who emphasizes that vocabulary learning strategies encompass any methods that influence the comprehensive process of obtaining, storing, retrieving, and utilizing information.
Learning strategies, particularly those focused on vocabulary acquisition, empower learners to take greater control and responsibility for their education This autonomy in learning fosters a more engaged and proactive approach to studying, enhancing overall educational outcomes.
Effective vocabulary learning strategies enhance language proficiency and boost self-confidence among students With a diverse set of strategies at their disposal, learners can choose how to tackle unfamiliar words According to Nation (2001), a significant amount of vocabulary can be gained through these strategies, which are beneficial for students across various levels of language proficiency.
Vocabulary plays a crucial role in effective communication and language proficiency, making vocabulary learning strategies essential tools for success To enhance learners' language skills, it is vital to examine how they approach the foundational element of language—vocabulary—through the strategies they utilize.
1.4.2.2 Studies on Vocabulary Learning Strategies
Language learning strategies, particularly vocabulary learning strategies, have garnered significant attention from researchers due to their crucial role in language acquisition Notable studies by scholars such as Oxford, O'Malley, Chamot, Rubin, Gu, Johnson, Schmitt, and Cohen highlight that learners tend to utilize vocabulary learning strategies more frequently than other language activities Research indicates that a key differentiator between successful and unsuccessful learners is the effectiveness of their learning strategies Successful learners adopt effective strategies to navigate challenges in their learning journey, whereas unsuccessful learners often resort to inappropriate or ineffective methods, leading to subpar results This insight has sparked considerable interest in the field.
13 researchers and teachers in identifying learning strategies employed by good language learners with a view to train ineffective learners to use such effective learning strategies
Research in this area addresses two key questions: the most commonly used strategies and their effectiveness According to Lawson and Hogben (as cited in Pavicic, 2008), repetition strategies are frequently employed, but they often lack success, whereas elaboration strategies tend to enhance successful recall Additionally, Ahmed (1989) (also cited in Pavicic, 2008) found that proficient learners effectively utilize both monolingual and bilingual dictionaries.
In 1997, research revealed that adult learners tend to use meaning-based strategies more effectively than younger learners, such as school children, who primarily depend on memorization and focus mainly on word forms for their learning.
Summary
This chapter presents various theories on language learning strategies, with a particular focus on vocabulary acquisition Scholars have differing definitions of learning strategies, with some viewing them as behaviors and others as a combination of thoughts and behaviors Nevertheless, there is a consensus that language learning strategies are crucial in second language acquisition and can be effectively taught to enhance learner outcomes.
In terms of vocabulary learning strategies, chapter 1 has presented the role of vocabulary in language learning, and some important aspects in vocabulary learning
The article explores the perspectives of renowned scholars on vocabulary learning strategies, specifically focusing on taxonomies proposed by Schmitt and Nation A questionnaire has been developed based on these taxonomies to gather data for the current study.
This chapter focuses on the vocabulary learning strategies employed by students at Central Vocational College of Transportation Number 1, grounded in the previously discussed theories.
METHODOLOGY
Research Questions
The study was conducted to answer the following questions:
Question 1: Are non-English major students at the Vocational College aware of using strategies in learning vocabulary?
Question 2: What vocabulary learning strategies are commonly used by the students?
Participants and Setting of the Study
The study involved 35 randomly selected students from the Central Vocational College of Transportation No 1, situated approximately 60 kilometers from Hanoi These participants were enrolled in a college-level job training program, with backgrounds varying from recent high school graduates to individuals with years of work experience Many chose this vocational college due to their inability to pass entrance exams for academic institutions, while others had dropped out of high school and were taking supplementary courses before starting vocational classes Additionally, some students came from remote areas where foreign language courses were unavailable or had graduated from high school long ago without ever learning English.
Gender Age Number of years learning English Male Female 18-22 23-25 26-30 0 1-3 4-7 >7
The proficiency levels of participants were evaluated through a test, as illustrated in Table 4 The results reveal that only one student achieved a score above 6.5 on a scale of 0 to 10 Additionally, only 22.8% of participants attained an average grade, contrasting sharply with the 71.4% who received below-average scores, including one student who scored under 2 These statistics suggest that despite over four years of English learning, the overall proficiency level among students remains quite low.
Table 4: Participants’ levels of proficiency
At the Vocational College, all students enrolled in college-level programs are required to complete 120 periods of English during their first year The course utilizes "Streamline English - Departures" by Bernard Nartley and Peter Viney, emphasizing vocabulary and grammar skills Additionally, the Ministry of Labour, Invalids and Social Affairs (MOLISA) mandates that vocationally trained students achieve a minimum score of 245.
The TOEIC test, which assesses English proficiency for international communication, indicates a score of 23 points corresponds to the A2-elementary level on the CEFR scale The Ministry is in the process of developing a new course book to meet these standards, although the study was conducted while the existing course book, Streamline, was still in use This study aimed to evaluate students' proficiency levels through a vocabulary test, with participants having completed their first year of classes, including English.
Data Collection Instruments
The study utilized a vocabulary test to assess participants' proficiency levels, focusing on the importance of vocabulary as a key component of communication that enhances listening, speaking, reading, and writing skills Although vocabulary testing does not fully represent overall proficiency, it provides a relative assessment of learners Given that the coursebook emphasized vocabulary and grammar, using a vocabulary test was deemed appropriate While vocabulary serves as a foundational element for language development, it is not the sole determinant of proficiency; learners must also employ various strategies to enhance their other language skills Thus, this study is specifically limited to vocabulary testing and vocabulary learning strategies.
This study utilized a test from the book "English Vocabulary in Use - Elementary" by Michael McCarthy and Felicity O'Dell, published by Cambridge University Press in 2008 Recognized for its quality, the test comprises 50 multiple-choice questions, ensuring that the results are both concise and objective.
To gather data for the study, a survey questionnaire was utilized, specifically designed to assess the frequency of vocabulary learning strategies These strategies were informed by the research conducted by Schmitt (1997) and Nation.
In the literature review, it was noted that certain items from Schmitt's list were excluded from the questionnaire due to their inapplicability to the study's participants For instance, interacting with native speakers was deemed impractical since the college is situated in a rural area with few native speakers available Additionally, strategies like the loci or peg methods were unfamiliar to the students Moreover, some techniques, such as analyzing parts of speech, understanding suffixes or roots, grouping words within a storyline, or paraphrasing word meanings, are typically suited for more proficient learners.
The questionnaire was divided into two sections: the first collected demographic information from participants, while the second focused on the strategies they employed This section included 23 items categorized into five groups—Determination, Social, Memory, Cognitive, and Metacognitive—based on Schmitt's (1997) classification and planning strategies from Nation (2001) Participants rated each strategy on a 5-point Likert scale, indicating the frequency of use from 1 ("never") to 5 ("always").
5 (“always”) A detail table of vocabulary learning strategies in the questionnaire is provided below:
Table 5: Vocabulary learning strategies in the questionnaire
Group of strategies Questions in the questionnaire Number of questions
One limitation of using questionnaires is that student responses may lack reliability, as they might overestimate or underestimate their use of certain strategies Additionally, students may confuse the specific names of strategies and their actual application To address this issue, individual interviews were conducted in Vietnamese with four randomly selected students to supplement the survey data The questionnaire served as a guide to obtain detailed information during the interviews.
Finally, teacher interviews were carried out to help understand their students‟ learning strategies and support the conclusions drawn from the questionnaire.
Data Collection Procedure
Participants gathered in a classroom where the researcher provided instructions on completing the questionnaire, stressing the importance of selecting answers that accurately reflected their learning experiences To ensure comprehension, the questionnaire was written in Vietnamese.
The questionnaire used for this thesis was translated into English and is included in Appendix 2 Students required approximately 20 minutes to complete it, followed by a 25-minute test, which is detailed in Appendix 5.
In this study, four students (S1, S2, S3, and S4) participated in recorded interviews to discuss their vocabulary learning experiences, allowing for a comparison with their questionnaire responses Additionally, teachers were interviewed based on a structured set of questions outlined in Appendix 4.
DATA ANALYSIS AND DISCUSSION
Questionnaire
3.1.1 Students’ Awareness of Using Strategies in Vocabulary Learning
Figure 1: Students' awareness of using vocabulary learning strategies
Never Rarely Sometimes Usually Always
The questionnaire aimed to assess students' awareness of vocabulary learning strategies, specifically in selecting words to learn and identifying suitable strategies Results indicated that a significant majority, over fifty percent, of students lacked awareness regarding which vocabulary to prioritize and how to effectively learn new words This finding is further corroborated by the interview responses.
A study involving 28 English teachers revealed that their students often exhibited passive learning behaviors, primarily absorbing information without actively engaging with it Despite many students having studied English for at least four years (82.9%), they lacked effective strategies for vocabulary acquisition Consequently, when encountering new words, students tended to learn them out of habit rather than employing creative or varied methods, hindering their ability to learn vocabulary more efficiently.
3.1.2 Students’ Use of DET Strategies in Vocabulary Learning
Figure 2: Students' use of DET strategies in vocabulary learning
Never Rarely Sometimes Usually Always
The questionnaire explored three strategies for discovering the meaning of new words: (i) using a dictionary, (ii) analyzing parts of speech, suffixes, and roots, and (iii) guessing from context Results revealed that dictionary usage is the most common approach among students, with 25.7% using it usually and 14.3% always This preference is understandable given the convenience of accessing word meanings and pronunciations via smartphones and computers However, overall, less than 50% of students employed this strategy In contrast, guessing from context was the least utilized method, with just over one-fifth of students opting for it.
In a recent survey, 8.6% of respondents indicated they "never" use vocabulary context clues, while the majority selected "sometimes" or "rarely." This suggests that effective guessing requires a solid understanding of vocabulary, including knowledge of suffixes and roots Notably, students with lower proficiency levels are less likely to employ this strategy, resulting in fewer individuals utilizing context clues Additionally, the analysis of parts of speech, suffixes, and roots is the least frequently used strategy, with only 2.8% of respondents engaging in this approach.
The data reveals that a significant portion of students lacks knowledge of parts of speech, suffixes, and roots, with 22.8% never using these strategies and 40% rarely employing them This limited understanding hinders their ability to apply these concepts in their learning, resulting in insufficient use of context guessing and analysis of word structure Additionally, their reliance on dictionaries highlights this preference as the dominant strategy among students, pointing to both a lack of independent learning skills and a restricted vocabulary.
3.1.3 Students’ Use of SOC Strategies in Vocabulary Learning
Figure 3: Students' use of SOC strategies in learning vocabulary
Never RarelySometimes UsuallyAlways
The study revealed that the strategy of asking teachers or friends to translate into Vietnamese (question 6) was the most frequently used, with nearly 35% of participants stating they always or usually employed it, while 37.2% used it sometimes when encountering new words However, this approach has limitations, as students cannot frequently consult their teachers due to limited lesson time, leading to 25.7% rarely using this strategy and 2.8% never considering it In contrast, the strategy of studying and practicing vocabulary in groups (question 8) was utilized by 25.7% of students, with only 2.8% using it regularly, while 20% reported never using it, indicating that group work is not a common practice among vocationally-trained students Lastly, discovering new word meanings through group work (question 7) was the least employed strategy, with only 11.4% of students using it regularly, and a significant number never engaging in this method, attributed to the scarcity of group activities in their classes.
3.1.4 Students’ Use of MEM Strategies in Vocabulary Learning
MEM strategy group includes the most number of strategies As a result, it is expected to see a large variation in the students‟ choice
Among the seven strategies, recalling parts of speech emerged as the most favored approach, with 22.9% of participants indicating they "usually" used it and 20% stating they "always" employed this method Additionally, incorporating new words into sentences was utilized by 14.3% of students on a regular basis, with 20% affirming its frequent use.
In a study on vocabulary learning strategies, participants frequently utilized methods such as associating new words with synonyms and antonyms, connecting words to personal experiences, categorizing words, and verbalizing them aloud, with around 25% employing these techniques regularly Conversely, the strategy of using words in various contexts was the least favored, with fewer than 10% of participants practicing it often, while over 55% rarely or never considered it The data indicates a significant disparity, as a larger percentage of students applied these strategies infrequently compared to those who used them frequently.
Figure 4: Students' use of MEM strategies in learning vocabulary
Never Rarely Sometimes Usually Always
3.1.5 Students’ Use of COG Strategies in Vocabulary Learning
Among 4 questions about COG strategies, verbal repetition (question 16) and written repetition (question 17) were more popular than the other two These are the common ways of learning vocabulary that almost all learners in Vietnam apply in
A significant number of students employ effective strategies for language learning, with three-fourths using written repetition and nearly half utilizing verbal repetition Additionally, 40% of students prefer writing word lists and placing them on surrounding objects In contrast, maintaining a vocabulary notebook is the least favored strategy, as almost 40% of students never considered keeping one, and 25.6% rarely use it.
Figure 5: Students' use of COG strategies in learning vocabulary
Never Rarely Sometimes Usually Always
3.1.6 Students’ Use of MET Strategies in Vocabulary Learning
The study aimed to explore participants' use of Metacognitive (MET) strategies through a questionnaire that included four specific strategies: utilizing English-language media (question 20), ignoring unfamiliar words (question 21), planning vocabulary revision (question 22), and self-testing with vocabulary tests (question 23) The findings revealed that these strategies were not frequently employed by participants, aligning with the researcher’s expectations This outcome suggests that effective application of MET strategies necessitates students to possess a conscious understanding of their learning process and to engage actively and independently in their studies.
According to English teachers involved in the study, participants have not yet achieved proficiency in utilizing English-language media, such as radio, TV, or the internet, beyond merely looking up new words online While some participants reported listening to English songs or watching news broadcasts, interviews suggest that their engagement with these resources is not significantly effective for language learning.
Figure 6: Student's use of MET strategies in learning vocabulary
Never Rarely Sometimes Usually Always
Almost 70% of students indicated that they seldom or never overlook new vocabulary, suggesting a lack of ability to prioritize their learning This finding aligns with the results from the first question, which revealed that few students selected essential or relevant words for their studies.
Only 14.3% of the students said that they planned vocabulary revision regularly Most of them ignore this strategy This may be the reason for the complaints from the teachers that their students often forget the words after a time The same situation with the case of testing oneself with words tests strategy
Interviews
Four participants were interviewed to verify the reliability of their questionnaire responses regarding vocabulary learning The interviews, conducted in Vietnamese, confirmed that their answers accurately represented their actual learning experiences Additionally, the researcher was able to gain clearer insights by prompting students to elaborate on their responses.
3.2.1.1 Students’ Awareness of Using Strategies in Learning Vocabulary
Interviewer: Do you choose word to learn?
Interviewer: How do you choose a word to learn?
S1: I choose important words to learn
Interviewer: In your opinion, what is an important word?
S1: A word which is necessary and related to the lesson
Interviewer: Do you stick with a specific strategy to learn each word, or it depends on situations?
Interviewer: Can you give examples?
S1: For example, with a verb, I usually make an action to memorise it With a noun, I associate it with myself
The student's responses indicated a strong awareness of her vocabulary learning strategies and an understanding of how to approach different types of words However, a contradiction arose in her later statement claiming she never ignored a new word, suggesting a lack of true consciousness about her learning process.
In a recent interview, two students emphasized the importance of selecting key vocabulary for their studies, although one admitted to neglecting effective learning strategies Interestingly, all four students approached word acquisition uniformly, with one student consistently failing to prioritize important terms while relying on identical strategies for every word Despite their varied approaches, none of these students overlooked any vocabulary, revealing a contradiction in their responses.
3.2.1.2 Students’ Use of DET Strategies in Vocabulary Learning
Using dictionaries was preferred by all students interviewed although some of them were not aware that nowadays dictionaries can be in any forms or formats
Interviewer: Do you use a dictionary?
Interviewer: How do you know the meaning of a new word?
S1: I look it up on the internet.
With the help of technology nowadays, most students used electronic dictionary However, they typically used monolingual dictionary
Many students utilized the strategy of "guessing meaning from context," but they did not apply it often, stating, "I can only guess with easy words." This suggests that they may lack familiarity with analyzing parts of speech, as well as understanding suffixes and roots.
Interviewer: Do you analyze parts of speech of a word?
Interviewer: Do you pay attention to suffixes when you learn a word?
Interviewer: Does that mean that you don’t know much about suffixes?
Among various strategies, utilizing a dictionary is the most favored approach Two students reported that when they struggled to infer meanings, they resorted to using a dictionary or sought assistance from friends or teachers.
3.2.1.3 Students’ Use of SOC Strategies in Vocabulary Learning
Many students often rely on teachers or friends for Vietnamese translations when they struggle with word meanings However, one student reported preferring to use a dictionary instead of asking for help Additionally, group work activities, which could enhance vocabulary learning, appear to be uncommon in their classrooms, as students indicated a lack of such activities, leading to the limited popularity of this learning strategy.
3.2.1.4 Students’ Use of MEM Strategies in Vocabulary Learning
Two students frequently considered synonyms and antonyms when learning new words, while both also connected words to personal experiences However, one student noted that she primarily used this strategy for words related to mood or feelings, whereas the other was unable to provide a specific example of how she applied this approach.
Only one student put words into certain groups to learn Meanwhile all of them make sentences with new words but they could not use these words in different sentences
Interviewer: Do you make sentences with new words?
Interviewer: With all words you learn?
S1: No, just with some words
Interviewer: Do you try to use a word in different sentences?
3.2.1.5 Students’ Use of COG Strategies in Vocabulary Learning
Verbal and written repetition emerged as the most popular strategies among students for effective learning All interviewed students utilized these techniques, often reading words aloud and repeatedly writing them until they successfully memorized the material.
One student maintained a vocabulary notebook, documenting over 100 important words, while none of the other students utilized strategies such as writing word lists or placing them on nearby objects.
3.2.1.6 Students’ Use of MET Strategies in Vocabulary Learning
Interviewer: Do you learn vocabulary from media such as TV or radio?
S2: Yes I listen to the news
Interviewer: How do you learn from that?
S2: I try to catch new words
Interviewer: How do you know the meanings of these new words?
Interviewer: Do you listen to it every day?
Interviewer: How many words do you think you can learn from it?
Two additional students attempted this strategy; however, their infrequent use led to limited effectiveness, and they reported minimal learning outcomes.
A recent interview with three English teachers at a Vocational College revealed a concerning trend in vocabulary learning among college-level students All teachers agreed that many students lacked awareness of effective vocabulary acquisition strategies, often relying on teacher instructions rather than taking initiative in their learning One teacher noted that students typically followed directions but did not demonstrate creativity, while another highlighted that their vocabulary retention was poor, with students often only memorizing words presented in class without revisiting them The third teacher echoed these sentiments, stating that students lacked a clear plan for their vocabulary studies Overall, the interviews suggest a need for more proactive and strategic approaches to vocabulary learning among students.
Many students do not prepare for lessons before class, despite reminders to do so A few students make an effort to learn how to quickly remember new vocabulary, but overall participation remains low.
Teacher interviews indicated that students lack a diverse range of learning strategies One teacher noted that students often rely on repetitive writing or reading aloud, which diminishes effectiveness due to their lack of creativity Another teacher mentioned that students frequently request translations into Vietnamese or consult dictionaries, but struggle with using suffixes for meaning comprehension Additionally, students do not utilize media as a tool for vocabulary acquisition, highlighting a significant gap in their learning approaches.
Students often employ basic vocabulary learning strategies, such as verbal and written repetition, asking teachers for translations, and using dictionaries However, they tend to forget most words over time due to a lack of regular review Teachers noted that students struggle to retain vocabulary long-term, with one teacher stating, "They cannot remember many words for a long time," while another highlighted the challenge of helping students remember words effectively.
Teachers have noted that many students tend to concentrate solely on the meaning of words, with only a few paying attention to their various aspects This lack of focus on word structure leads to significant challenges when students are asked to analyze parts of speech in sentences.
Summary of the Main Findings and Discussion
From the analysis of the data collected from the questionnaire and the interviews, the main findings are presented in the following sub sections
3.3.1 Students’ Awareness of Using Vocabulary Learning Strategies
Despite years of English study, most participants lacked awareness of their vocabulary learning process Over half were dependent on their teachers for guidance on what to learn, resulting in a lack of personal initiative in vocabulary acquisition Even those who believed they were conscious of their learning contradicted themselves by stating they prioritized important words while simultaneously attempting to learn every new word they encountered.
In chapter 2, Cohen (1995) defines learning strategies as consciously selected processes by learners The study revealed that vocationally-trained students demonstrated a lack of awareness in their vocabulary learning methods Consequently, the author concluded that these students did not effectively employ appropriate strategies, relying instead on a narrow range of specific routines for vocabulary acquisition.
Among all strategies included in the questionnaire, some strategies were more preferable than the others for the students
Ahmed (1989) (cited in Pavicic, 2008) discovered that effective learners utilize both monolingual and bilingual dictionaries, with the English-Vietnamese dictionary being the preferred choice among vocational college students This preference is attributed to their low proficiency levels and a tendency to rely on their first language for understanding, as they are not accustomed to thinking in English Teachers noted that students often attempt to translate words into their mother tongue, which hinders their ability to use the target language in practical situations due to an overemphasis on word form and meaning.
A frequently employed strategy among students in the SOC group involves discovering the meanings of new words by seeking translations from teachers or friends in Vietnamese This approach aligns with their preference for using English-Vietnamese dictionaries to enhance their vocabulary acquisition.
Participants employed various strategies for word consolidation, with notable differences in frequency In the MEM group, strategies such as recalling parts of speech and constructing sentences with new vocabulary were predominant Conversely, the COG strategies highlighted a higher frequency of verbal and written repetition Written repetition, in particular, is widely utilized globally, as noted by Schmitt.
A study conducted by Lawson and Hogben (cited in Pavicic, 2008) found that students at the Central Vocational College of Transportation No 1 predominantly employed repetition strategies, which were largely ineffective Additionally, the lack of commonly used metacognitive strategies among the participants is noteworthy, as O'Malley et al (1985, 1985a) indicated that higher-level students tend to utilize metacognitive strategies more frequently This highlights a gap in the strategic approaches used by the students in this context.
The findings indicate that students adhered to specific learning routines but lacked awareness of effective strategies to enhance their learning and improve proficiency levels, as concluded in Section 3.3.1.
Students demonstrated a limited use of vocabulary learning strategies, primarily concentrating on the form and meaning of words rather than their practical application There was a noticeable lack of emphasis on strategies aimed at expanding vocabulary size or utilizing words in varied contexts Additionally, students exhibited weaknesses in employing metacognitive strategies effectively.
The study's findings align with existing literature, indicating that beginners or less proficient learners tend to rely on mechanical strategies like memorization and repetition, as they struggle to utilize more advanced techniques that promote effective vocabulary retention More proficient learners can implement these advanced strategies, but the participants in this study did not demonstrate successful learning behaviors They rarely employed effective strategies such as contextual guessing, using bilingual dictionaries, or focusing on word formation, which are deemed crucial for vocabulary development and overall learning success, according to Gu (1996).
CONCLUSIONS AND IMPLICATION
Conclusions
In this study, vocabulary is identified as a crucial component of language learning, emphasizing its significance in acquiring a foreign language To effectively engage in both production and comprehension tasks, language learners require a diverse array of target language words One effective approach to improving vocabulary knowledge in a second language is to provide learners with various vocabulary learning strategies.
A study conducted at the Central Vocational College of Transportation No 1 aimed to assess the vocabulary learning awareness and strategies employed by non-English major students The findings revealed that many students lacked awareness of their vocabulary learning processes and the strategies they utilized Although the questionnaire indicated that students employed various strategies, their usage frequency was relatively low Commonly used strategies included utilizing English-Vietnamese dictionaries, seeking translations from teachers or peers, remembering parts of speech, and practicing verbal and written repetition However, these strategies were basic and limited, failing to enhance the overall learning experience Notably, none of the strategies fell within the MET (Metacognitive, Effective, and Transformative) group, leading to the conclusion that the participants' learning methods were ineffective and insufficient for achieving high proficiency levels.
Implications
This study highlights key recommendations for English teachers at vocational colleges, emphasizing the impact of learners' self-awareness and understanding of their learning processes on language acquisition It is crucial for educators to recognize the strategies employed by their students, particularly encouraging lower proficiency learners to adopt effective techniques Additionally, the teaching methods utilized can significantly affect student learning; therefore, teachers should be attentive to their students' strategies to tailor their instructional approaches effectively.
A study indicates that vocational college students exhibit dependency in their learning, highlighting the need for educators to foster autonomy by teaching them how to effectively learn and utilize a foreign language According to Oxford and Leaver (1996), incorporating strategy training into the curriculum can empower students to navigate their own paths to success, enhancing self-direction and promoting learner autonomy This approach encourages students to reflect on their learning processes and identify strategies that best suit their needs To facilitate this, teachers must be knowledgeable about various vocabulary learning strategies and the essential skills students need to master them By designing targeted activities and tasks, educators can guide learners toward becoming independent strategy users Effective strategic teaching methods include demonstrating strategies, encouraging peer support, and having students report on their strategy usage, as outlined by Oxford and Rubin and further explored by Graham (1997).
(1) Writing words on word cards, with their meaning on the back;
(2) Systematic grouping of words (e.g according to topic, function, etc.);
(3) Saying words out loud while learning;
(4) Recording words on tape and listening to it;
(5) Connecting words with pictures or to similarly sounding words in the first language;
(7) Connecting words with places (e.g its position in the notebook);
(10) Learning related words (e.g according to their suffix)
Research indicates that while students are accustomed to using monolingual dictionaries, these tools are less effective for language learning compared to bilingual dictionaries, which enhance comprehension and vocabulary retention (Luppescu & Day, 1995) Bilingual dictionaries can even double the amount of vocabulary memorized (Fraser, 1999, cited in Pavicic, 2008) However, improper use of dictionaries, such as looking up too many words or misunderstanding definitions, can lead to frustration among learners Therefore, it is essential to train students in effective dictionary use and provide them with opportunities to practice this skill through various language tasks.
In conclusion, teachers are crucial in enhancing students' awareness of vocabulary learning strategies By comprehending their students' learning contexts, educators can foster autonomy and self-directed learning, effectively integrating these insights into their curriculum and teaching methods.
Limitations and Suggestions for Further Study
This study provides an initial overview of vocabulary learning among non-English major students at the Central Vocational College of Transportation No 1 To achieve more comprehensive findings, it is recommended to include a larger and more diverse sample Additionally, since the data primarily relied on participants' self-reports and focused mainly on vocabulary, employing various assessment tools could offer deeper insights into learners' behaviors and the correlation between their strategies and proficiency levels Such approaches may pave the way for more in-depth research in this area.
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APPENDIX 1 Schmitt’s Taxonomy of Vocabulary Learning Strategies Strategies group
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 (remembering) Part of speech (remembering) 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
Flashcards 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
APPENDIX 2 Vocabulary Learning Strategies Questionnaire Part 1: General information
Please answer the following questions
1 Sex: male / female (circle one)
3 Background education (tick in the box next to your choice)
Middle School Unfinished High School
4 You left school years ago
5 Have you ever learnt English? Yes / No (circle one)
6 If yes, how long have been learning English? ……… years
7 What do you think of English? (tick in the box next to your choice, you can tick more than one)
8 Do you think English is useful for your job in future? Yes/No (circle one)
Part 2: Vocabulary learning strategies questions
Learning foreign languages can be achieved through diverse methods This questionnaire seeks to understand your personal approach to acquiring foreign language vocabulary Please respond based on your actual learning experiences rather than ideal methods or others' techniques.
1 Choosing the important or necessary words to learn
2 Choosing suitable strategies to learn words effectively
4 Analyzing part of speech, suffixes and roots
5 Guessing the meaning from textual context
6 Asking teacher or friend to translate into Vietnamese
7 Discovering the meanings of new words through group work
8 Studying and practising meaning in a group
9 Associating the word with its synonyms and antonyms
10 Connecting word to a personal experience
11 Putting words in certain groups
12 Making sentences with new words
13 Saying new word aloud when studying
14 Using words in different ways
15 Remembering parts of speech, suffixes and roots
18 Writing word lists and sticking it on objects around
20 Using English-language media (radio, TV, internet)
23 Testing oneself with words tests
Do you use any other strategies that are not mentioned in this questionnaire? If yes, please specify
APPENDIX 3 Bảng câu hỏi về chiến lược học từ vựng Phần I: Thông tin chung
Xin bạn vui lòng cho biết các thông tin cá nhân bằng cách trả lời các câu hỏi sau
3 Trình độ học vấn (tích vào ô tương ứng với lựa chọn)
Tốt nghiệp cấp 2 Chưa tốt nghiệp cấp 3 Tốt nghiệp cấp 3
4 Bạn tốt nghiệp phổ thông năm ……
5 Bạn đã từng học tiếng Anh chưa? Có/Không
6 Nếu có, bạn đã học trong bao lâu rồi? ……… năm
7 Suy nghĩ của bạn về việc học môn tiếng Anh (bạn có thể chọn nhiều lựa chọn)
Thú vị Khó Dễ Tẻ nhạt
8 Bạn có nghĩ tiếng Anh sẽ có ích cho công việc trong tương lai của bạn không? Có/Không
Phần 2: Các câu hỏi về chiến lược học từ vựng
Việc học ngoại ngữ có thể diễn ra qua nhiều phương pháp khác nhau Phiếu điều tra này nhằm tìm hiểu cách bạn học từ vựng Hãy đánh dấu vào các ô tương ứng với lựa chọn của bạn, và hãy chọn những phương pháp mà bạn thực sự sử dụng, không phải những phương pháp mà bạn nghĩ người học ngoại ngữ nên áp dụng.
(1): Không bao giờ (2): Hiếm khi (3): Thỉnh thoảng
1 Lựa chọn các từ quan trọng hoặc cần thiết để học
2 Lựa chọn các phương pháp học từ phù hợp và hiệu quả
3 Sử dụng từ điển Anh-Việt
4 Phân tích từ loại, các tiền tố và hậu tố của từ
5 Đoán nghĩa của từ dựa vào ngữ cảnh
6 Nhờ giáo viên hoặc bạn dịch từ mới sang tiếng Việt
7 Học từ trong những hoạt động theo nhóm ở trên lớp
8 Học từ và thực hành từ với bạn bè
9 Học từ mới bằng cách gắn liền với các từ đồng nghĩa và trái nghĩa của nó
10 Gắn liền từ mới với kinh nghiệm của bản thân
11 Nhóm các từ mới theo các tiêu chí cụ thể để học như theo chủ đề hoặc từ loại
12 Đặt câu với từ mới học
13 Nói to từ mới trong khi học
14 Sử dụng từ mới trong nhiều câu khác nhau
15 Ghi nhớ từ loại của từ (danh từ, động từ, tính từ, )
16 Đọc to từ mới nhiều lần
17 Viết từ mới nhiều lần
18 Học từ theo một danh sách có dịch nghĩa tiếng Việt
19 Ghi chép từ mới ra một cuốn sổ riêng
20 Học tiếng Anh qua các phương tiện thông tin như đài, tivi, internet
22 Lên kế hoạch luyện tập từ
23 Tự kiểm tra vốn từ vựng của bản thân bằng cách làm các bài tập liên quan đến từ vựng
Ngoài các phương pháp học đã được nêu ở trên, bạn có sử dụng các phương pháp khác không? Nếu có, bạn hãy nêu rõ
APPENDIX 4 Questions for Teacher Interviews
1 What‟s your opinion of your students‟ vocabulary learning?
2 Are they conscious of their learning: plan what and how to learn?
3 Describe the way in which your students usually learn a new word?
4 Which strategies are used most?
5 What aspects of words do students often pay most attention to (form, meaning, use )?
6 What problems do students have in learning vocabulary?
7 Do you think strategy training is necessary and which strategies should be trained?
APPENDIX 5 English Vocabulary In Use Elementary Test
A got a good time B have got a good time C have a good time
2 You can skiing, swimming, dancing, and shopping
A are you doing B do you do C do you like doing
A I did a coffee B I made a coffee C I am doing a coffee
5 What time did you _ last night?
A come home B come to home C come back to home
6 How _ to get to the airport?
A long it is B much C long does it take D far
7 Please can you turn the TV _? I can‟t hear it
8 I very well with my sister
A get out B get on C get up D get over
10 You can train, plane, and bicycle
11 is the six month of the year
12 Laura‟s _ at the moment but she‟ll be back in a few minutes
13 The driver sits at the _ of the bus
15 “The weather‟s nice today.” “Yes, it‟s ”
16 “Jack is easy-going” “Yes, he‟s always ”
A very quite B very quiet C very quietly
18 “Kate has a husband now.” “Yes, she‟s ”
19 This is my niece-my _
A brother‟s son B brother‟s daughter C aunt‟s sister
20 Your is not part of your leg Your is not part of your leg
22 He‟s He should eat more
A headaches B asthma C hay-fever D vomiting
24 “Sad” is the opposite of _
A Bless you B Good luck C Cheer D Congratulations
26 Steffi is Swiss She‟s from _
27 We saw some lightening then we heard loud _
28 You can borrow books from the _
A post office B bookshop C library D town hall
31 You see the word at the train station
A check in B platform C flight D boarding card
A go out B go in C go up
A A banana B An orange C An apple D A strawberry
34 You find in the kitchen
35 You find an alarm clock, wardrobe, and chest of drawers in the _
A bookshelf B sofa C armchair D dining table
A in a shop B in the factory C in an office D at the hospital
38 When you finish university, you
A give a lecture B get a degree C take notes D do a course
39 is not part of a computer
A An email B A screen C A keyboard D A mouse
40 We want to take the car with us so we‟re going by
41 You go to the to buy lipstick, aspirin, and toothpaste