17 a STUDY ON VOCABULARY LEARNING STRATEGIES EMPLOYED BY THE PRIMARY SCHOOL STUDENTS AT BEGINNER LEVEL AT APOLLO ENGLISH CENTER

MINISTRY OF FINANCE
ACADEMY OF FINANCE
--------

STUDENT:CHU THI TRA GIANG
GROUP: CQ55/51.01

GRADUATION THESIS
TOPIC:
A STUDY ON VOCABULARY LEARNING STRATEGIES EMPLOYED BY
THE PRIMARY SCHOOL STUDENTS AT BEGINNER LEVEL AT APOLLO
ENGLISH CENTER.

Major : English for Finance and Accounting
Student code : 17522202010007
Supervisor

: M.A Tran Huong Giang

Hanoi – 2021


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DECLARATION

I hereby declare that this thesis entitled: “A study on vocabulary learning
strategies employed by the primary school students at beginner level at Apollo
English Pham Tuan Tai.” is the result of my own hard works and efforts. It has not
been submitted for any awards. Other sources of information have been

acknowledged where they have been used.
Hanoi, May 26th 2021
Student

Chu Thi Tra Giang

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ABSTRACT

This paper aims to investigate the vocabulary learning strategies ( VLSs) used by
Vietnamese primary school students at beginner level at Apollo English Pham Tuan
Tai in vocabulary learning, the differences between effective and less effective
learners in using VLSs, factors that contribute difficulties to the students, and
suggestions to help students improve their vocabulary learning. The study is based
on a research, which involved 50 primary school students at beginning of their
education and 10 native teachers at the center. Participants were required to take a
vocabulary tests and fill out questionnaires. According to the research data, there are
significant differences between effective and less effective learners, as well as
commonalities between effective learners. Effective learners employ a variety of
learning methods and maintain a positive attitude. Meanwhile, there are six methods
they use in common, they are, learning through videos and songs, using bilingual

dictionary, practicing with family and friends, learning through games and
practicing exercises. Vocabulary acquisition has been identified as being of primary
importance and central to second language (L2) acquisition. Vietnamese students
are always hindered by a lack of vocabulary. However, there has been little research
has been done on the VLSs used by Vietnamese primary school students.

.

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ACKNOWLEDGEMENTS

First and foremost, I would like to express my heartfelt gratitude to my thesis’s
advisor, MA Tran Huong Giang, for her gracious consultation, valuable guidance,
constant encouragement, and patience in providing helpful comments. She has
always been willing to provide me with a lot of recommendations and valuable
feedback to my study and I am confident that I will be able to complete it
successfully. My respectful heart goes out to her forever in gratitude. This research
would not have been possible without her.
Next, I am grateful the internship opportunities provided by Apollo English Pham
Tuan Tai. My sincere thanks go out to all of my teachers for providing me with not
only knowledge but also experiences, as well as the teachers and students at Apollo

English Pham Tuan Tai who participated in this study, for their kind assistance,
patience, and understanding. Special thanks are given to teachers and friends from
the Foreign Language Faculty of the Academy of Finance for their encouragement
and advice on my thesis. I would also like to express my gratitude to the authors of
the books, newspapers, magazines, and other materials listed in the reference
section for their ideas, which have been reflected and developed in the study.
Finally, I would like to take this opportunity to thank my parents, my best friends.
They have always stood by my side, assisting and encouraging me to finish this
study. I am extremely grateful for all of the significant help and encouragement I
received during my studies.

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LIST OF ABBREVIATIONS

ESL: English as a Second Language
L2: second language
VLSs: vocabulary learning strategies

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LIST OF FIGURES AND TABL

Figure 1.1: Classification of English vocabulary learning strategies.........................8
Figure 1.2: Organization structure...........................................................................18
Table 2.1: General assessment form........................................................................22
Table 2.2: Level classification at Apollo English.....................................................23
Figure 2.1: Score range of students when applying memory strategies..................25
Figure 2.2: Score range of students when applying cognitive strategies..................27
Figure 2.3: Score range of students when applying compensation strategies.........28
Figure 2.4: Score range of students when applying metacognitive strategies.........29
Figure 2.5: Score range of students when applying social strategies......................30
Table 2.3: Level classified by score.........................................................................33
Figure 2.6: The number of students in each level....................................................34
Figure 2.7: Students’ interest in learning English vocabularies of Group 1.............36
Figure 2.8 : Students’ interest in learning English vocabularies of Group 2............37
Figure 2.9 : Students’ interest in learning English vocabularies of Group 3............38
Figure 2.10 : Students’ interest in learning English vocabularies of Group 4..........39
Figure 2.11 : Students’ interest in learning English vocabularies of Group 5..........40
Figure 2.12: The purpose of learning English vocabulary of students.....................41
Table 2.4 : Frequency of learning vocabulary at home by students.........................42
Figure 2.13: Difficulties of students when learning English vocabulary.................44
Figure 2.14: Students’ preference among difference strategies of learning
vocabulary...............................................................................................................45

Table 2.5 : Teacher’s opinion about learning vocabulary.........................................46

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Figure 2.15 : Teachers have difficulties in teaching vocabularies...........................47
Table 2.6 : Strategies teachers use to teach vocabularies........................................48
Figure 2.16 : Frequency of practice English vocabulary.........................................50
Y

TABLE OF CONTENTS
DECLARATION........................................................................................................i
ABSTRACT.............................................................................................................. ii
ACKNOWLEDGEMENTS.....................................................................................iii
LIST OF ABBREVIATIONS...................................................................................iv
LIST OF FIGURES AND TABLES..........................................................................v
TABLE OF CONTENTS........................................................................................vii
INTRODUCTION.....................................................................................................1
1. Rationale of the study............................................................................................1
2. Aim of the study....................................................................................................2
3. Scope of the study.................................................................................................3
4. Methodology of the study......................................................................................3

5. Organization of the study......................................................................................4
CHAPTER 1: LITERATURE REVIEW..................................................................5
1.1. CONCEPTS OF VOCABULARY LEARNING STRATEGIES........................5
1.1.1. Definition of vocabulary..................................................................................5
1.1.2. English vocabulary learning strategies............................................................6

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1.1.2.1. Definition of English vocabulary learning strategies....................................6
1.1.2.2. Classification of English vocabulary learning strategies...............................7
1.1.3. Direct strategies...............................................................................................8
1.1.3.1: Memory strategies:.......................................................................................8
1.1.3.2. Cognitive strategies......................................................................................9
1.1.3.3. Compensation strategies:..............................................................................9
1.1.4. Indirect strategies...........................................................................................10
1.1.4.1. Metacognitive strategies:............................................................................10
1.1.4.2. Social strategies:.........................................................................................10
1.1.4.3. Affective strategies:....................................................................................10
1.1.5. The importance of vocabulary learning strategies.........................................10
1.2. METHODS AND CRITERIA OF ASSESSING EFFECTIVENESS OF
ENGLISH LEARNING STRATEGIES..................................................................12

1.2.1. Class observation...........................................................................................12
1.2.2. Questionnaires...............................................................................................12
1.2.3. Assess test......................................................................................................13
1.3. THE DRIVING FACTORS FOR LEARNING ENGLISH VOCABULARIES.
................................................................................................................................. 13
1.3.1. Subjective factors..........................................................................................13
1.3.1.1. Learning motivation...................................................................................14
1.3.1.2. The passivity of students.............................................................................15
1.3.2. Objective factors............................................................................................16
1.3.2.1. Time limitation...........................................................................................16
1.3.2.2. Language barriers.......................................................................................16

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CHAPTER 2: THE STUDY OF VOCABULARY LEARNING STRATEGIES
EMPLOYED BY THE PRIMARY SCHOOL STUDENTS AT BEGINNING
LEVEL AT APOLLO ENGLISH PHAM TUAN TAI.............................................16
2.1. OVERVIEW OF APOLLO ENGLISH PHAM TUAN TAI..............................16
2.1.1. General information of Apollo English Pham Tuan Tai.................................16
2.1.2. Organizational structure and human resource................................................18
2.1.3. Apollo English center operating situation......................................................19

2.1.4. Company’s value...........................................................................................20
2.2. PRACTICAL SITUATION OF ENGLISH VOCABULARY LEARNING
STRATEGIES OF PRIMARY SCHOOL STUDENTS AT BEGINNING LEVEL AT
APOLLO ENGLISH CENTER...............................................................................21
2.2.1. Practical situation of teaching and learning process at Apollo English center.
................................................................................................................................. 21
2.2.1.1. The process of examining and assessing students’ inputs...........................21
2.2.1.2. The process of applying vocabulary learning strategies in class for primary
school students........................................................................................................24
2.2.2. Methods and criteria of assessing effectiveness of English learning strategies.
................................................................................................................................. 32
2.2.2.1. Class observation........................................................................................32
2.2.2.2. Assess tests.................................................................................................33
2.2.2.3. Surveys and questionnaires.........................................................................35
2.2.3. Findings and discussions...............................................................................36
2.2.3.1. Findings from the results of questionnaires of students..............................36
2.2.3.2. Finding from the result of questionnaire of teachers...................................47

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2.3. ACHIEVEMENTS AND LIMITATIONS WHEN APPLYING DIFFERENT

VOCABULARY LEARNING STRATEGIES AT APOLLO ENGLISH PHAM
TUAN TAI..............................................................................................................51
2.3.1. Achievements................................................................................................51
2.3.2. Limitations.....................................................................................................51
CHAPTER3.............................................................................................................53
3.1. ORIENTATIONS FOR FUTURE DEVELOPMENTS OF VOCABULARY
LEARNING STRATEGIES AT APOLLO ENGLISH PHAM TUAN TAI IN THE
NEXT SEMESTER.................................................................................................53
3.2.

SOLUTION

FOR

LIMITATIONS

OF APLLYING VOCABULARY

LEARNING STRATEGIES AT APOLLO ENGLISH PHAM TUAN TAI.............53
3.2.1. Solution for teachers......................................................................................54
3.2.1.1. Make good preparation before class to save time.......................................54
3.2.1.2. Effective use of vocabulary strategies to increase students’ motivation......55
3.2.1.3. Try to break down language barriers...........................................................57
3.2.1.4. Changing students’ passivity in learning English vocabularies...................57
3.2.2. Solution for students......................................................................................57
3.2.2.1. Students should motivate themselves.........................................................57
3.2.2.2. Students should practice listen, write and say the words many times.........59
REFERENCES........................................................................................................60
APPENDIX.............................................................................................................61
REFERENCES

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INTRODUCTION
1. Rationale of the study
It cannot be denied that English plays an important role because it has become an
international language and is widely used in industries such as aviation, commerce,
science and technology, etc . In Vietnam, English is becoming more and more
important and is considered as a compulsory subject. It can be said that if we
consider learning English as building a house, then learning vocabulary is the basic
foundation for that house. However the process of teaching and learning English in
Vietnam is still facing many difficulties. The reasons are that the education system
is too focused on English grammar and does not pay attention to the teaching of
communication in English, as well as the inequality of ability to use English among

students because of the lack of English practice environment. The biggest limitation
in communication that most students cope with is the lack of English vocabulary. In
spite of the fact that there are many ways to learn vocabulary, it is not easy to have
an effective vocabulary enrichment strategy. That is the reason why the vocabulary
learning method of almost Vietnamese students and learner is not really effective.
Moreover, many people find it hard to communicate successfully after many years
of learning English. In place of what they have already learned, they tend to use
simple vocabulary. Such usage also leads to the poor assessment of their English.
The limitation of English vocabulary, therefore, causes a number of difficulties for
students and learners.
Offline vocabulary teaching and learning have also improved with various learning
methods, with some better progress to encourage and arouse the interest and passion
of students. However, students still are not really interested in improving their
vocabulary and they have difficulties in memorizing and applying vocabulary to
other skills such as speaking, listening, reading, writing.
Particularly, primary school pupils, are not aware of the importance of learning
English and also have many difficulties in finding the motivation to learn


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vocabulary. During the time of studying online due to the Covid 19 pandemic,
students' learning process has many disturbances and problems. If the teaching and
learning English method does not meet effectiveness, students’ ability to learning
English will get worse over time.
When it comes to reality at Apollo English center, many students find it difficult to
learn a new word and most of them recognize vocabulary acquisition as their
greatest single source of problems. Besides, many primary school students are not

passionate about learning vocabulary because the learning method does not produce
enough excitement and there is no interest has been raised in learning for them. A
rich vocabulary base is hard for them to achieve and it takes a long time. In
addition, because of Covid 19 pandemic, the students had to study online, without
the supervision and motivation of their teachers as well as the interaction with their
classmates so the process of learning English vocabulary met a lot of difficulties.
The key to help students use English successfully is to equip a rich knowledge of
vocabulary. Only when the language is used properly and in accordance with the
context do we understand correctly.
For the above reasons, I decided to research on the topic: “A study on vocabulary
learning strategies employed by the primary school students at beginner level at
Apollo English center.” The study is going to investigate the advantages and
challenges of the vocabulary learning methods used by elementary school students
at the Apollo English Center to find out the key vocabulary learning methods of
students and the relationship between the strategies they use and their efficiency in
learning. From the result of the study, I might take some recommendations to help
students choose the best methods of learning vocabulary for themselves so that they
can easily extend their vocabulary.
2. Aim of the study
The study was implemented with the following aims:

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Firstly, the study aims to understand the importance of vocabulary learning on
English language skills, the importance of vocabulary on primary school students.
Secondly, the study aims to achieve the learning techniques used by primary school
students who study at the Apollo English center; and to find out what strategies
have a positive impact on the vocabulary learning of the students.
Thirdly, this study points out some common variables that lead to difficulties for
primary school students when learning vocabulary offline and online.
Finally, the analysis is to include some suggestions to help students develop their
vocabulary learning method.
3. Scope of the study
In the frame of the study, the study is about vocabulary learning strategies at Apollo
English center in 3 months learning. The study did not cover the entire vocabulary
problems, but instead concentrated on analyzing some of the English vocabulary
learning methods used at this center by primary students. In particular, the research
focuses on the advantages and challenges of the strategies applied for primary
students.
The participants in this study were 50 primary school students from 5 classes at
Apollo English Center and 10 teachers.
4. Methodology of the study
As the primary means of fulfilment, the analysis used some techniques.
The first one is literature document to clarify such meanings relating to vocabulary
learning strategies. The second approach is the practical observation .There will be
an accurate view of the problem. The third way is pedagogical experiment and
systematic statistics to draw a reliable view of the vocabulary learning process by
gathering materials and systematizing information from these materials.

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5. Organization of the study
The study is divided into three parts with three chapters and references:
INTRODUCTION includes rationale, objectives and scopes of the study, study
methods, study design.
THE STUDY consists of three chapters:
Chapter 1: Literature review includes the concepts relevant to the study, overview of
vocabulary learning strategies, the importance of vocabulary in studying English,
what makes it difficult for students to learn English vocabulary.
Chapter 2: The study on vocabulary learning strategies used at Apollo English Pham
Tuan Tai, review and discussion of the study, which highlights some effective
approaches used by elementary learners and common factors that trigger difficulties
for students in vocabulary learning.
Chapter 3: Some helpful techniques for primary school students to learn English
vocabulary.
CONCLUSION: Summarizes all the key issues as well as the study limits and
suggestions for further study.

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CHAPTER 1: LITERATURE REVIEW
1.1. CONCEPTS OF VOCABULARY LEARNING STRATEGIES
1.1.1. Definition of vocabulary
Oxford dictionaries define “Vocabulary is all the words a person knows or uses in a
particular language”. In addition, vocabulary is the stock of words in a language, or
that is known or used by an individual, or that is associated with particular activity.
According to Richards and Renandya (2002:255), vocabulary is a core component
of language proficiency and provides much of the basis for how learners speak,
listen, read and write. Without an extensive vocabulary and strategies for acquiring
new vocabulary, learners often achieve their potential and may be discouraged from
making use of language learning opportunities around them such as listening to the
radio, listening to the native speaker, using language in different context, reading or
watching television. Others experts also state that Vocabulary is a large numbers of
words that students have to know when learning a language, not only memorizing
the form of the word but also understands the meaning.
Vocabulary is central to language and is of great significance to language learners.
Vocabulary consists of not only single words, but also complex and compound
words and idioms. Nation in Schmitt (2000: 5) proposes a list of the various kinds
of knowledge that a person must learn in order to know a words: the meaning of
word, the written form of the word, the spoken form of the word, the grammatical
behavior of the word, the collocations of the word, the register of the word, the
association of the word, and the frequency of the word. Vocabulary learning is not
just about words; it involves other aspects of vocabulary and strategies for

effectively learning and teaching it, which will be addressed in the next sections
Vocabularies include conceptual knowledge of words that goes well beyond a
simple dictionary definition. Students’ vocabulary knowledge is a building process

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that occurs over time as they make connections to other words, learn examples and
non-examples of the word and related words, and use the word accurately within the
context of the sentence.
Learning vocabulary can be seen from the process teaching as Allah taught Adam
the names of the whole thing. When, Education is a process that must exist in
human life. Allah has given the man the ability to call out words from names of the
things. It is fact that man can communicate well if he knows the names of
something. From the definition above that vocabulary is a component of language
and number of words.
Based on those statements, it can be assumed that vocabulary is a collection of
words as a basic component of language proficiency which has a form or expression
and contains of elements, they are meaning, use of word, form (pronunciation and
spelling)
1.1.2. English vocabulary learning strategies
1.1.2.1. Definition of English vocabulary learning strategies

The term “vocabulary learning strategies” (VLSs) has been defined by different
researchers and experts in the linguistic field. To generally define VLSs, Nation
(2001, p.217) states that VLSs are a subclass of language learning strategies. He
believes that it is not easy to define what a strategy is, but “strategy would need to:
1. involve choice, that is, there are several strategies to choose from; 2. be complex,
that is, there are several steps to learn; 3. require knowledge and benefit from
training; 4. increase the efficiency of vocabulary learning and vocabulary use”.
According to this definition, VLSs are considered as “processes” more than only
strategies, and they must be chosen by learners themselves. The primary goals of
VLSs are to attain comprehension, memorization and application of new
information about a language. Similarly, VLSs are knowledge about the
mechanisms (processes, strategies) used in order to learn vocabulary as well as steps
or actions taken by students to find out the meaning of unknown words, to retain

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them in long-term memory, to recall them at will, and to use them in oral or written
mode.
Oxford seemed to give the most detailed and comprehensive definition of all.
“Vocabulary learning strategies are behaviors employed by learners to make
language learning more successful, self-directed and enjoyable”. Oxford also

defines language learning strategies (LLSs) as “specific actions, behaviors, steps, or
techniques that students (often intentionally) use to improve their progress in
developing language skills. These strategies can facilitate the internalization,
storage, retrieval, or use of the new language. Strategies are tools for the selfdirected involvement necessary for developing communicative ability. In Oxford’s
definition, LLSs play the role as a facilitator of acquisition, memorization, recall
and application of new language. Besides, achieving learner autonomy and
communicative competence is also the ultimate goal of LLSs according to Oxford.
In general, the term “vocabulary learning strategies” is defined differently by
scholars. However, all definitions mentioned above all share the same goals to help
learners learn and use vocabulary easier and more effectively. They are the
behaviors and techniques which learners employ to help them understand the
meaning of a new word, remember it, retrieve it when necessary and increase their
vocabulary knowledge. Besides a variety of definitions offered by famous scholars,
there are several ways to classify VLSs.
1.1.2.2. Classification of English vocabulary learning strategies
Vocabulary learning strategies are based on the theoretical framework of language
learning strategies, and are important components of the language learning
strategies. In this paper, vocabulary means the total number of words that make up a
language and accordingly VLSs refer to the methods and techniques used by
learners with the purpose of learning vocabulary well.
There are a wide range of different VLSs as demonstrated by the classifications of
vocabulary learning strategies are proposed by different researchers. While a variety

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of definitions of the VLSs have been suggested, this study has applied the definition
of Oxford (1990) that divided vocabulary learning methods to two main groups of
strategies as the following:

Memory strategies
Direct
strategies

Cognitive strategies
Compensation
strategies

Language
learning strategies

Metacognitive
strategies
Indirect
strategies

Social strategies

Affective Strategies
Figure 1.1: Classification of English vocabulary learning strategies

1.1.3. Direct strategies

1.1.3.1: Memory strategies: they are strategies help learners to regulate their
learning, whereby learners link their learning of new words to mental processing by
associating their existing or background knowledge with the new words
Memory strategies, as one of the most effective strategies in the vocabulary learning
process, are extremely powerful mental tools. They include activities for
remembering and retrieving the new information such as acronyms, key words,
images etc. They help the learner to link the second language (L2) item with the
new one. Oxford (1990: 38) states that the mind can store some 100 trillion bits of
information, but only part of that potential can be used unless memory strategies

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come to the aid of the learner. She divides the memory strategies into four
categories, all of which have different techniques Creating Mental Linkages,
Applying Images and Sounds, Reviewing Well, Employing Action. Using memory
strategies generally engages in associating different types of material. That’s why,
they are helpful in learning new vocabulary items and remembering them in the
long term.
1.1.3.2. Cognitive strategies: they are strategies that do not engage learners in
mental processing but is more mechanical means. Cognitive strategies refer to the
steps or operations used in learning or problem- solving that requires direct

analysis, transformation, or synthesis of learning materials. These are the mental
strategies learners use to make sense of their learning.
- 6 mains cognitive learning strategies:







Classification/Verification
Guessing/ Inductive Inferencing
Deductive Reasoning
Practice
Memorization
Monitoring

1.1.3.3. Compensation strategies: they are communication strategies used by
learners to compensate for limitations in their languages, which allow learners to
use the language despite their often large gaps in knowledge.
 Guessing intelligently
 Overcoming limitations in speaking and writing.
These strategies help to allow the students to use the language to speak and write in
the target language even when their vocabulary is limited. For example, the use of
linguistic clues to guess the meanings or by inventing words to the use of linguistic
clues to guess compensates their lack of vocabulary.
1.1.4. Indirect strategies

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1.1.4.1. Metacognitive strategies: they are strategies related to processes involved
in monitoring, decision-making, and evaluation of one’s progress.
Metacognitive strategies are employed by the students to help them coordinate the
learning process by centering, arranging, planning and evaluating their learning, this
help learner to control their own learning. Students will also be able to plan what
their learning strategies should be and change them if they are not suitable. For
example, overviewing with already known material and deciding in advance on
what to pay attention to.
1.1.4.2. Social strategies: Social strategies are activities that students engage in to
seek opportunities to be exposed to an environment where practice is possible.
These strategies are important because language learning always involves other
people; it is a form of social behaviors. For example, questioning for understanding
or facts and work together with peers or speakers of target language including
native and native like speakers in order to upgrade their language skills.
1.1.4.3. Affective strategies: Affective strategies are techniques to help the students
control their emotions, attitudes, motivations and values. These strategies have a
powerful influence on language learning because they allow the students to manage
their feelings. For example, students may use laughter to relax and praise to reward
themselves for their achievements.
1.1.5. The importance of vocabulary learning strategies
It is widely approved by many scholars that vocabulary plays a crucial role in

communication and language learning.
Vocabulary is central to language and of crucial importance to the typical language
learner.” “Knowing a language means knowing the words of that language”. First,
vocabulary provides a useful and important aid for communication and expression
in the target language. Learners think and express their ideas via words; and without
a sufficient vocabulary, they may have difficulties in expressing their thoughts and
feelings. Communication may break down when speakers do not use the right

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words In contrast, a rich vocabulary may give them a great advantage in
communication as they may feel more confident when interacting with other people
and make them easily understood by the interlocutors. The more words one is able
to use correctly, the better one will be able to express oneself easily and with selfconfidence and to understand the world one lives in. In other words, the more words
we know, the better we can convey our thoughts and communicate with other
people.
Moreover, vocabulary also plays a vital role in building language proficiency. A rich
vocabulary makes the skills of listening, speaking, reading, and writing easier to
perform. Vocabulary is essential to language comprehension. Vocabulary supports
reading development and increases comprehension. Students with low vocabulary
scores tend to have low comprehension and students with satisfactory or high

vocabulary scores tend to have satisfactory or high comprehension scores. For
instance, to comprehend a text, learners need to know most of the words in that text.
To understand a text, readers need to know at least 97% of the vocabulary in it.
Without adequate vocabulary knowledge, a reader will fail to understand the main
content and intended message of a text. Even when he wants to guess the meaning
of a word based on the context, he needs to know the keywords in that text.
Likewise, in writing and speaking skills, a rich vocabulary is the key for the
formation of complete spoken and written texts.
In comparison with grammar, vocabulary is regarded as much more important by
many scholars that “grammar is important, but vocabulary is much more
important”.
Without grammar, very little can be conveyed; without vocabulary, nothing can be
conveyed. This can be confirmed by our reality experience. For instance, if we say
something with the right words but wrong structures, the listeners are more likely to
make out our intended message than if we use the wrong words. In other words,

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without using the appropriate words, exchanging and understanding thoughts and
ideas in communication are rather impossible.
To summarize, it can be concluded that vocabulary is the central of language

learning. It is accepted by scholars to be key to communication and language
comprehension. As a result, vocabulary learning should be put at the central
position and teachers need to explore more effective ways to promote it.
1.2. METHODS AND CRITERIA OF ASSESSING EFFECTIVENESS OF
ENGLISH LEARNING STRATEGIES.
The purpose of the present study is to examine the use of vocabulary learning
strategies (VLS) by primary school students at Apollo English center at beginner
level to better understand the ways that they applied to learn new words in English
1.2.1. Class observation
Class observation was the first method to be carried out in this study. The purpose
of classroom observation is to improve student outcomes by improving the
instructional prowess of the teacher and also to perform an investigation into
possible inequities in instruction among different groups of students. The class
observation in this study was conducted on 50 students from 5 classes for 40
lessons. The observer not only paid attention to the teachers’ methods, lesson plans,
or the ways that they conducted activities but also put an eye on students to aim at
finding out students' feelings and attitude towards classroom activities as well as
teachers’ difficulties. The ability to learn vocabulary was given the priority for the
purpose of the research. Those were: whether or not able to learn and practice
vocabulary in class activities, they used vocabulary in the right way and how
students do to remember vocabulary in the long term.
1.2.2. Questionnaires

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Two questionnaires were designed and provided to the student to investigate the
strategies used by students, especially good students in vocabulary learning. Then
we can find out the relationship between the learning efficiency and the strategies.
Both open-ended questions and close-ended questions were exploited. The technical
terms were simplified so that the questions can be understood exactly. Moreover, all
the questions were arranged in a logical order so that they could lead the
respondents to the themes of the study. The questionnaires were designed and
developed based on the author knowledge, observation and experience. The
questionnaire contains some questions related to individual characteristics and
many choices of VLSs. The students were expected to select those that they have
used in language vocabulary learning. In addition, there was a blank area for the
other strategies they may use. Since everybody has his own style and method of
learning, the selection cannot cover comprehensively. The data was analyzed and
classified to assess in a precise way.
1.2.3. Assess test
A test of target words was conducted to check the vocabulary learning efficiency of
the English learners. Through the result of the test, we can know each participant’s
vocabulary memorizing ability, and divide the class into different groups. There are
both difficult and easy words, and may some participants already know some of the
words. All of the participants are from the same class, and get the same education.
So if there are some participants know the target words already, it just shows that
their vocabulary is larger than others. The papers were analyzed and classified
according to the number of the words which are correctly interpreted by the
students. The instrument for collecting the data are by answering the question base
on the evaluation of the components of vocabulary test.
1.3. THE DRIVING FACTORS FOR LEARNING ENGLISH VOCABULARIES.

1.3.1. Subjective factors

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1.3.1.1. Learning motivation
Learners’ learning motivation is very important for any type of learning, including
vocabulary learning. The motivation determines how much attention the learners
would love to pay, how to complete a learning task and how much sense of
accomplishment it will take. The researchers found that: the learning motivation has
a close relationship with the use and selection of learning strategies. The learners
who have strong motivation of vocabulary learning use more strategies than the
learners who have little motivation, and different vocabulary learning motivation
can affect learners choose different learning strategies. In foreign vocabulary
learning strategies teaching, if the learners ignore their learning motivation, then it
will lead to the failure of the strategies in teaching. Learning motivation means
something which can push students to learn directly in an internal power. Learning
motivation is a complex psychological activity. As a way to stimulate and guide
students’ learning, it plays an important role on students’ learning. It is important for
learners to behave and act that it determines the enthusiasm, tendency, selection and
consciousness of individual activities. Motivation has been widely accepted by both
teachers and researchers as one of the key factors that influence the rate and success

of foreign language learning. It is obvious that a student with high motivation will
get a better learning result. In Vietnam, some students think that it is a task to learn
ESLs, not because of interest. There is an old saying in Vietnam that attitude is
everything. There is no doubt that interest, willingness or motivation will play an
important role in language learning. Some students have a low interest in learning
English and feel it is boring to learn vocabulary. This makes them have less
confidence in learning English well. This will even make them gradually give up
studying English. Positive personality characteristics may be helpful in some
aspects of language learning. Some students have a high goal to achieve in learning
a L2. This is their motivation in learning language. Thus, this kind of learners has a
desire to learn, and strong reasons for studying hard in English. They immerse
themselves in learning, and they are persistent.

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