SURVEY ON VOCABULARY LEARNING STRATEGIES OF HIGH–QUALITY ENGLISH STUDIES PROGRAM STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

Autores/as

  • Nguyen Hong Tran English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Huynh Thi Nhu Ngoc English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Nguyen Thi Thao Nhi English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Tran Ngoc Bao Tran English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Lam Nguyen Tan Loi English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam
  • Thai Cong Dan Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho, Vietnam

DOI:

https://doi.org/10.46827/ejae.v8i4.5065

Palabras clave:

vocabulary learning strategies, English studies students, high-quality program, Can Tho University

Resumen

This research study aimed to investigate the usage of vocabulary learning strategies among English Studies students at Can Tho University (CTU), specifically those under the high-quality program at the School of Foreign Languages (SFL). The primary objective of the study was to identify the most commonly used strategies for learning English vocabulary and to compare the similarities and differences in how these strategies were applied among students by academic year. A total of 200 survey responses from SFL, CTU got involved in the study, and 12 of whom joined a semi-structured interview. The data gathered were analyzed using both descriptive and inferential statistical techniques. The results of this study provided insights into effective vocabulary learning strategies and would facilitate the improvement of English language teaching and learning practices at the university level.

Biografía del autor/a

  • Nguyen Hong Tran, English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Nguyen Hong is currently a senior in High-Qualified English Studies Program, School of Foreign Languages, Can Tho University (CTU), Vietnam, and will graduate from CTU in September 2023. Nguyen Hong is interested in doing research about linguistics, intercultural communication, English skills teaching and learning.

  • Huynh Thi Nhu Ngoc, English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Huynh Thi Nhu Ngoc is currently a senior in High-Qualified English Studies Program, School of Foreign Languages, Can Tho University (CTU), Vietnam, and will graduate from CTU in September 2023. Huynh Thi Nhu Ngoc is interested in doing research about linguistics, intercultural communication, English skills teaching and learning.

  • Nguyen Thi Thao Nhi, English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Nguyen Thi Thao Nhi is currently a senior in High-Qualified English Studies Program, School of Foreign Languages, Can Tho University (CTU), Vietnam, and will graduate from CTU in September 2023. Nguyen Thi Thao Nhi is interested in doing research about linguistics, intercultural communication, English skills teaching and learning.

  • Tran Ngoc Bao Tran, English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Tran Ngoc Bao Tran is currently a senior in High-Qualified English Studies Program, School of Foreign Languages, Can Tho University (CTU), Vietnam, and will graduate from CTU in September 2023. Tran Ngoc Bao Tran is interested in doing research about linguistics, intercultural communication, English skills teaching and learning.

  • Lam Nguyen Tan Loi, English Studies Program, Department of English Language and Culture, School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Lam Nguyen Tan Loi is currently a senior in High-Qualified English Studies Program, School of Foreign Languages, Can Tho University (CTU), Vietnam, and will graduate from CTU in September 2023. Lam Nguyen Tan Loi is interested in doing research about linguistics, intercultural communication, English skills teaching and learning.

  • Thai Cong Dan, Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Mr. Thai Cong Dan is currently a senior English lecturer, School of Foreign Languages, Can Tho University (CTU), Vietnam, -cum-a project manager. He has held his PhD at Naresuan University, Thailand since 2010 in Educational Administration (English program). He got his MA in Cultural aspects and Literature in University of Notre Dame du Lac, Indiana, USA in 1999. His main research interests are TEF/TESOL issues, intercultural communication, high school and higher education levels in English learning and teaching, English program management, curriculum design, testing and evaluation, ESP for Tourism, Political Education, Food Technology, professional development, and educational administration. He can be reached at tcdan@ctu.edu.vn.

Referencias

Asgari, A., & Mustapha, G. B. (2011). The type of vocabulary learning strategies used by ESL students in University Putra Malaysia. English language teaching, 4(2), 84.

Brown, T. S., & Perry Jr, F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. Tesol Quarterly, 25(4), 655-670.

Cameron, D. (2001). Vocabulary Learning: A Research Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

Doan Ngoc Ai Thu (2022). Research on popular vocabulary learning strategies of students First year, Department of English, University of Foreign Languages, Hue University. Journal of Inquiry into Languages and Culture. Access at: Research on common vocabulary learning strategies of first-year students, English Department, University of Foreign Languages, Hue University - TaiLieu.VN

Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-ROYAL (Research on Youth and Language), 1(2).

Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language learning, 46(4), 643-679.

Hoang Thi Hong Hanh (2019). Research on vocabulary learning strategies of first-year non-English major students at the University of Education - Thai Nguyen University. Science Magazine 2012:23b 42-49.

Harmon, J., Wood, D., & Keser, S. (2009). The relationship between vocabulary size and language proficiency: A meta-analysis. Applied Linguistics, 30(4), 568-586. Oxford, England: Oxford University Press.

Laufer, B. (2006). Comparing focus on form and focus on forms in second-language vocabulary learning. Canadian Modern Language Review, 63(1), 149-166.

Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. In Coady, J., & Huckin, T. (Eds.), Second Language Vocabulary Acquisition (pp. 20-34). Cambridge: Cambridge University Press.

Kashani, S., & Shafiee, S. (2016). A comparison of vocabulary learning strategies among elementary Iranian EFL learners. Journal of Language Teaching and Research, 7(3), 511.

Le Pham Hoai Huong (2018). Academic English vocabulary learning: Reflections by university students. Tạp chí Khoa học Ngôn ngữ và Văn hóa, Tập 2, Số 3, 2018, Retrieved from https://sti.vista.gov.vn/tw/Lists/TaiLieuKHCN/Attachments/301011/49349-901-153028-1-10-20200724.pdf

Nguyen Thi Mai Huong and Trinh Thi Khanh Hoa (2021). Research on English vocabulary learning strategies of ethnic minority students at a school in a mountainous area of Vietnam. Hue Journal of Science 7(2)

Nguyen Thi Thu Trang (2019). Difficulties of students in learning English vocabulary. Journal of Foreign Language Science, University of Foreign Languages, Hanoi National University, 2(2), 22-28.

O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press Cambridge.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.

Pham Mai Linh (2022). Survey on English vocabulary learning strategies of first-year language major students at a school of Thai Nguyen University. TNU Journal of Science and Technology, 227(04), 84-90.

Qian, D. D. (2008). The effects of cultural knowledge on vocabulary learning in a second language. Hong Kong Polytechnic University.

Rabadi, R. (2016). Vocabulary learning strategies employed by undergraduate EFL Jordanian students. English Language Teaching, 6(1), 47-57.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Schmitt, N. (2008). Vocabulary learning strategies. In Schmitt, N., and McCarthy, M. Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University

Taghinezhad, A., Azizi, M., Shahmohammadi, S., Kashanifar, F. S., & Azadikhah, M. (2016). Comparing the effects of direct and indirect learning strategies on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research, 3(1), 133-143. Accessed at: http://jallr.com/index.php/JALLR/article/view/25

Tran Thi Phuong Lan (2023). Research the current situation and propose solutions for learning English vocabulary for non-major students. Journal of Educational Sciences, Hanoi National University, 1(1), 22-28.

Tran Thi Thu Huong (2022). Difficulties of students in learning specialized English vocabulary. Journal of Foreign Language Science, University of Foreign Languages, Ho Chi Minh City National University, 4(2), 22-28.

Descargas

Publicado

2023-10-10

Número

Vol. 8 Núm. 4 (2023)

Sección

Articles

Licencia

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).