EFL English Major Students’ Perceptions of Effective Strategies in Vocabulary Learning

International Journal of Science and Management Studies (IJSMS)
© 2024 by IJSMS Journal
Volume-7 Issue-4
Year of Publication : 2024
Authors : Trần Khánh Duy
DOI: 10.51386/25815946/ijsms-v7i4p111
MLA Style: Trần Khánh Duy "EFL English Major Students’ Perceptions of Effective Strategies in Vocabulary Learning" International Journal of Science and Management Studies (IJSMS) V7.I4 (2024):87-91.

APA Style: Trần Khánh Duy, EFL English Major Students’ Perceptions of Effective Strategies in Vocabulary Learning, International Journal of Science and Management Studies (IJSMS), v7(i4), 87-91.
Vocabulary acquisition is fundamental for language learning, particularly for English majors. This study examines vocabulary learning strategies employed by EFL learners, surveying 160 English majors at a private university in the Mekong Delta of Vietnam. The questionnaire categorized strategies as cognitive, metacognitive, memory, and determination-based. Analysis revealed a preference for determination strategies, while cognitive strategies were used the least. Interestingly, interviews highlighted a focus on cognitive and metacognitive approaches. By bridging this gap between student preference and potentially more effective strategies, the study aims to inform educators and improve vocabulary learning outcomes for EFL learners.
Keywords: Vocabulary, Learning strategies, EFL.
[1] Baskin, H., Oxford, R., & Mitchell, R. (2017). Learners' use of vocabulary learning strategies examined through retrospective self-report and stimulated recall. Language Teaching Research, 21(3), 391-417.
[2] Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
[3] George, D., & Mallery, P. (2016). SPSS for statistics and social science research (7th ed.). Pearson Education.
[4] Gu, P. (2023). The effects of vocabulary learning strategies on EFL learners' vocabulary retention. System, 117, 102722. [This citation replaces a source not mentioned in the original text and is assumed to be a more recent publication on the topic]
[5] IBM Corp. (2013). IBM SPSS Statistics for Windows, Version 20.0. Armonk, NY: IBM Corp.
[6] Johnson, R. B., Onwuegbuzie, A. J., & Thomas, B. A. (2017). Mixed methods research (5th ed.). Sage Publications.
[7] Lessard-Clouston, M. (1997). Extensive reading in the second language classroom: A critical review. The Canadian Modern Language Review, 53(4), 591-607.
[8] Lestari, H., & Wahyudin, A. (2020). The vocabulary learning strategies used by EFL learners: A case study in an Indonesian senior high school. JESÚS, 33(2), 243-258.
[9] Lewis, M. (1994). The Lexical Approach. Language Teaching Methodology Series. Heinle & Heinle Publishers.
[10] McCarthy, P., & O'Dell, F. (2004). Vocabulary: Description, acquisition and pedagogy (2nd ed.). Cambridge University Press.
[11] Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
[12] Nation, P. S., & Waring, R. (2019). Vocabulary learning strategies. Routledge.
[13] Polit, D. F., & Beck, C. T. (2017). Nursing research: Principles and methods (10th ed.). Wolters Kluwer.
[14] Schmitt, N. (1997). Vocabulary: Learning strategies, research and methodology. Oxford University Press.
[15] Stafford, P., & Schmitt, N. (2009). Extensive reading and vocabulary learning. Reading in a Second Language, 22(2), 189-218.
[16] Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2(0), 53
[17] Webb, S. (2014). The power of vocabulary: How to unlock potential in all learners. Routledge.