An investigation of vocabulary learning perceptions and strategies of first-year English as a Foreign Language university learners

Abstract

This exploratory study aimed to investigate the vocabulary learning perceptions and strategies of 50 first-year English as a Foreign Language learners at Hue University of Foreign Languages and International Studies. Using a mixed-methods approach, quantitative data were gathered through questionnaires, while qualitative insights were obtained from semi-structured interviews. The findings reveal that students predominantly employ Memory and Cognitive Strategies, such as studying word sounds and using contextual guessing, but Social Strategies like interacting with native speakers are underutilized. Key challenges include difficulties with collocations, phrasal verbs, and pronunciation, exacerbated by limited exposure to English outside the classroom and personal factors such as shyness. The study highlights the need for more collaborative learning environments and tailored vocabulary instruction, providing insights for both learners and educators to enhance vocabulary acquisition. More importantly, this study contributes to the development of teaching strategies and curriculum design for English language majors.