A study on english vocabulary learning strategies employed by first year students at hung yen university of technology and education

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HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
FACULTY OF FOREIGN LANGUAGES

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GRADUATION PAPER
FIELD: ENGLISH LINGUISTICS

A STUDY ON ENGLISH VOCABULARY
LEARNING STRATEGIES EMPLOYED BY FIRSTYEAR ENGLISH MAJOR STUDENT AT HUNG YEN
UNIVERSITY OF TECHNOLOGY AND
EDUCATION
(NGHIÊN CỨU VỀ CHIẾN LƯỢC HỌC TỪ VỰNG
TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT NGÀNH
NGÔN NGỮ ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM
KỸ THUẬT HƯNG YÊN)
Supervisor:Le Thi Duyen, M.A.
Student: Tran Thi Kim Anh
Student number: 11316006

Hung Yen – 2021


HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
FACULTY OF FOREIGN LANGUAGES

---------------------------------------

GRADUATION PAPER

FIELD: ENGLISH LINGUISTICS

A STUDY ON ENGLISH VOCABULARY
LEARNING STRATEGIES EMPLOYED BY FIRSTYEAR ENGLISH MAJOR STUDENT AT HUNG YEN
UNIVERSITY OF TECHNOLOGY AND
EDUCATION
(NGHIÊN CỨU VỀ CHIẾN LƯỢC HỌC TỪ VỰNG
TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT NGÀNH
NGÔN NGỮ ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM
KỸ THUẬT HƯNG YÊN)
Student: Tran Thi Kim Anh
Student number: 11316006
Supervisor:Le Thi Duyen, M.A.

Hung Yen – 2021


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DECLARATION
I declare that this study entitled “A study on English vocabulary learning strategies
employed by first year students at Hung Yen University of Technology and Education” is
entirely the results of my own research. Wherever contributions of other involved, I have
faithfully and properly citied all in the study.
Hung Yen, June 2020

Trần Thị Kim Anh


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ACKNOWLEDGEMENT

In the process of doing the graduation paper, I have received a lot of assistance,
guidance and encouragement from my teachers, family and friends.
First and foremost, I would like to express my deepest thanks to my research
supervisor Ms. Le Thi Duyen, M.A. the lecturer of foreign language faculty, Hung Yen
University of Technology and Education in every step throughout the process. Without her
invaluable suggestions and advice, this paper would have never been accomplished.
I would also like to show my sincere gratitude to all the teachers of English
department at Hung Yen University of Technology and Education for their help as well as
useful lectures during my four-year university life at Hung Yen University of Technology
and Education, which have been then the foundation and inspiration for my research paper.
Most importantly, none of this could have happened without my family and my
friends who fully supported me while I was doing this graduation paper. Every time I was
ready to quit, they were always beside me and encouraged me and I am forever grateful.
This graduation paper stands as a statement to their unconditional love and encouragement.

Hung Yen, May 2021


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ABTRACT

One of the most important challenges that learners will face during the process of
second language learning is vocabulary learning. Vocabulary has been recognized as
crucial to language use in which insufficient vocabulary knowledge of the learners led to
difficulties in second language learning. Thus, in the case of learning the vocabulary in
second language, students need to be educated with vocabulary learning strategies. The

purpose of this study was to examine and develop effective vocabulary learning strategies
of UTEHY (Hung Yen University of Technology and Education) first-year English majors.
The sample of the study consists of one hundred and seven student, all of them are English
major students at Faculty of Foreign Language (FFL) at UTEHY. Hence, the method of
conducting is a Questionnaire for one hundred and seven students in FFL. The strategies
such as Remembering words by making sentences/ example, Remembering words by
doing a project, the use of various English language media, and applying new English
word in their daily conversation where are related to memory, determination,
metacognitive strategies respectively are popular strategies and the learners are keen in
using them.


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LIST OF ABREVIATIONS

1. FFL: Faculty of Foreign Languages
2. UTEHY : Hung Yen University of Technology and Education
3. LLS: language learning strategies


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LIST OF TABLE AND GRAPHIC

LIST OF GRAPHIC
Graphic 1: How important is English vocabulary to your language learning? .................... 14
Graphic 2: How many hours do you spend on learning English vocabulary? ..................... 15
Graphic 3: How often do you use these strategies in your English vocabulary learning
process? ................................................................................................................................ 16

Graphic 4: How effective are these strategies in your English vocabulary learning process?
............................................................................................................................................. 17
Graphics 5: Difficulties in English vocabulary learning ..................................................... 18
Graphics 6: Suggestions for English vocabulary learning strategies ................................... 18


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TABLE OF CONTENTS

DECLARATION .................................................................................................................... i
ACKNOWLEDGEMENT .....................................................................................................ii
ABTRACT ........................................................................................................................... iii
LIST OF ABREVIATIONS ................................................................................................. iv
LIST OF TABLE AND GRAPHIC ....................................................................................... v
TABLE OF Contents ............................................................................................................ vi
CHAPTER 1: INTRODUCTION .......................................................................................... 1
1. The rationale of the study. ................................................................................................. 1
2. Aims of the study .............................................................................................................. 1
3. Research questions of the study ......................................................................................... 2
4. Scope of the study ............................................................................................................. 2
5. Methods of the study......................................................................................................... 2
6. Design of the study ........................................................................................................... 2
CHAPTER 2: LITERATURE REVIEW ............................................................................... 4
2.1. Language learning strategies ......................................................................................... 4
2.1.1. Background of language learning strategies ............................................................... 4
2.1.2. Definition of learning strategies .................................................................................. 4
2.2. The definition of vocabulary........................................................................................... 5
2.3. Vocabulary Learning strategies ...................................................................................... 7
2.3.1. Definition of vocabulary learning strategies ................................................................ 7

2.3.2. Some vocabulary learning strategies from other studies ............................................. 8
CHAPTER 3: THE STUDY ................................................................................................ 10
3.1. Introduction ................................................................................................................... 10
3.2. The context of the study................................................................................................ 10
3.3. The study....................................................................................................................... 11
3.4. Data Collection Instrument ........................................................................................... 11
3.4.1. Questionnaires ........................................................................................................... 11
3.4.2 . Data Collection Procedure ........................................................................................ 12
3.4.3. Designing Instruments ............................................................................................... 12


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3.5. Data analysis and discussion......................................................................................... 12
3.5.1. Data Analysis ............................................................................................................. 12
3.5.2. The survey questionnaire ........................................................................................... 12
3.6. Data analysis ................................................................................................................. 13
3.6.1. Questionnaire ............................................................................................................. 13
3.6.2. Discussion of interviews ............................................................................................ 19
3.7. Major findings............................................................................................................... 20
3.8. Some advice for English vocabulary teachers ............................................................. 21
3.9. Summary ....................................................................................................................... 22
CHAPTER 4: CONCLUSION ............................................................................................ 23
4.1. Summary of the study ................................................................................................... 23
4.2. Limitation of the Study ................................................................................................. 23
4.3. Suggestions for further study ........................................................................................ 23
REFERENCES .................................................................................................................... 24
APPENDIX 1 ......................................................................................................................... I
APPENDIX 2 .......................................................................................................................IV

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CHAPTER 1: INTRODUCTION

1. The rationale of the study.
Nowadays, English plays an important role because it has become an international
language and is used as an official language in all industries such as aviation, commerce,
science, technology, etc in Vietnam. English is becoming more and more important and
included in the school environment as a compulsory subject. It can be said that if we
consider learning English as building a house, then learning vocabulary is building the
foundation for that house. There are many ways to learn vocabulary, but to have an
effective vocabulary enrichment strategy is not easy and in fact, the vocabulary learning
method is not really effective. Although after many years of learning English, it is difficult
for learners to communicate successfully. They tend to use simple vocabulary instead of
what they have already learned.
Besides, using vocabulary is also an essential factor to evaluate the quality of an
article. In learning English process, learners often have difficulty choosing words that are
both accurate and reasonable. One secret to help learners use English successfully is to
equip knowledge of vocabulary. We can only understand correctly unless the vocabulary is
used correctly and appropriately. Therefore, the limitation of knowledge of English
vocabulary greatly affects the use of English.
From the above reasons, I deeply researched: A study on English vocabulary
learning strategies employed by first-year English major students at Hung Yen University
of Technology and Education to find out the main vocabulary learning methods of students
majoring in English and give some suggestions to improve the use of vocabulary learning
strategies to reinforce and improve the learning method for future majors.
2. Aims of the study
This study focuses on strategies in English vocabulary learning. It analyses English
vocabulary learning acquisition through transition of meaning and word formation, as well

as learning vocabulary of the same categorization together and so on. This study aims to
1. Investigate English vocabulary learning strategies being used by first-year students
at Foreign Faculty of Language, UTEHY.
2. Find out the effects and limitations of these strategies may have on the first-year
English majors‟ learning process.


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3. Give some suggestions to improve the use of vocabulary learning strategies for the
first-year English majors at UTEHY.
3. Research questions of the study
To achieve the aim of the study, the researcher tries to find the answers for
following questions:
1. What extents some vocabulary learning strategies that are being used by firstyear English major students at UTEHY?
2. What are some effects and limitations of vocabulary learning strategies that are
being used by first-year English major students at UTEHY?
3. What are some suggestions to improve the use of vocabulary learning strategies
for the first-year English majors at UTEHY?
4. Scope of the study
Learning vocabulary is very important of study English. The study focuses on the
first-year students of English major at UTEHY. They have learned how to remember and
use vocabulary. With their knowledge and skills in learning vocabulary, they are selected
as the target population for the study.
5. Methods of the study
The method consists of two parts: quantitative and qualitative
Once the data collection was completed and the questionnaire result analyzed, the
interviews were conducted to clarify specific problems. In particular, the interviews were
used to specify why learners chose specific strategies and also what they perceived to be
the advantages and disadvantages of the different strategies.

6. Design of the study
The study includes 4 Chapter.
This study consists of four chapters and Chapter 3: The study is the most important part.
Chapter 1: Introduction
This part introduces the rationale, aims, research questions, scope, research
methods, and the design of the study.
Chapter 2: Literature review
This chapter reviews the theoretical background of every matter mentioned in the
title of the study related to vocabulary
Chapter 3: The study


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This chapter provides an analysis of the current situation of learning vocabulary for
the first-year English major students at UTEHY, and also presents major findings and
discussion. The suggestions and recommendation also carried out in this chapter to
improve students‟ learning vocabulary skill
Chapter 4: Conclusion
The last chapter summarizes the main points discussed in the paper, limitations of the
study and suggestions for further study.


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CHAPTER 2: LITERATURE REVIEW

Drawing on the previous research on vocabulary learning strategies, this section
provides the theories on which this survey is based. This chapter first introduces the
definition of vocabulary, and then presents some English vocabulary learning strategies.

2.1. Language learning strategies
2.1.1. Background of language learning strategies
There has been a prominent shift within the sector of acquisition and teaching over
the last twenty years with greater emphasis being placed on learners and learning instead of
on teachers and teaching. In parallel to the present new shift of interest, how learners
process new information and what sorts of strategies they employ to understand, learn or
remember the data has been the first concern of the researchers managing the realm of
foreign acquisition. So, language learning strategies (LLS) for foreign learning in strategy
training is extremely important.
Research into LLS began within the 1960s. Particularly, developments in cognitive
psychology influenced much of the research done on LLS. In most of the research on LLS,
the first concern has been on “identifying what good language learner report they are doing
to find out a second or foreign language, or, in some cases, are observed doing while
learning a second or foreign language” (Rubin and Wenden 1987:19). In 1966, Aaron
Carton published his study entitled “The Method of Inference in Foreign Language Study”,
which was the primary attempt on learner strategies. After Carton, in 1971, Rubin started
doing research that specialize in the strategies of successful learners and stated that, once
identified, such strategies could be made available to less successful learners. Rubin
classified strategies in terms of processes contributing directly or indirectly to acquisition.
Wong- Fillmore (1976), Tarone (1977), Naiman et al. (1978), Cohen and Aphek (1981),
Wenden (1982), Chamot and O'Malley (1987), Politzer and Mc Groarty (1985), Conti and
Kolsody (1998), and lots of others studied strategies utilized by language learners during
the method of foreign learning.
2.1.2. Definition of learning strategies
It is clearly seen that research on learning strategies normally and language learning
strategies particularly is becoming increasingly popular. So far, there has been no
consensus among the linguists regarding to the definitions of leaning strategies.


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According to Nunan (1991:168), “Learning strategies […] are the mental processes
which learners employ to be told and use the target language”. Nunan‟s definition restricts
learning strategies only to “mental processes”. Richard et al. (1992:209), offers a broader
definition of learning strategies, that is, learning strategies are intentional behavior and
thoughts that learners make use of during learning so as to raised help them understand,
learn and remember new information.” Similarly, Weinstein and Mayer (1986) (in O‟
Malley and Charmot (1990:43) have learning facilitation as a goal and are intentional on a
part of the learner. The goal of strategy use is to affect the learner‟s motivational or
affective state, or the way within which the learner selects, acquires, organizes, or
integrates new knowledge.”
Oxford (1990:8) defines learning strategies as “specific actions taken by the learner
to create learning easier, faster, more enjoyable, more self-directed, more effective and
more transferable to new situation.”
Ellis defines learning strategies as “the particular approaches or techniques that
learner employs to undertake to be told an L2.” (1997:76). He further explains that learning
strategies will be behavioral or mental and are typically problem - oriented.
Rubin (in Wenden and Rubin 1987:19) is even more explicit when he defines learning
strategies as “any set of operations, steps, plans, routines employed by the learner to
facilitate the obtaining, storage, retrieval and use of knowledge, that is, what learner do to
find out and do to control their learning.”
According to O‟ Malley and Charmot (1990:1), learning strategies are special ways
of processing information that enhance comprehension, learning, or retention of the
information” or in their other words learning strategies are the “special thoughts or
behaviors that individuals use to assist them comprehend, learn, or retain new
information.”
Obviously, learning strategies are defined in several words and from different
perspectives like cognitive, social or pragmatic. Therefore, researchers worked out the
taxonomy of learning strategies rather than defining them. This can be seen within the
following part.

2.2. The definition of vocabulary
Broadly defined, vocabulary is knowledge of words, including explanations of
word meanings. Briefly, a word is described as a sound or a combination of sounds, or its


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representation in writing or printing that symbolizes and communicates a meaning. To
master a word is not only to learn its meaning but also to learn its register, association,
collocation, grammatical behavior, written form, spoken form and frequency. All these
properties are known as “word knowledge” (Schmitt 2000: 5).
To many learners, mastering the meaning of a word means to master the definition
of the word in dictionaries. Schmitt (2000: 23) says that word meaning consists of the link
of the word and its referent, and the latter means the person, thing, action, and situation.
The meaning of a word in dictionaries is the basic meaning elements. However, a word can
have different meanings in different contexts. This phenomenon involves the register. It is
used in people‟s daily life popularly, and it means the denotation of a word meaning from
the basic meaning in different contexts. It is the relationship between the content, sender,
receiver, situation and purpose (Carthy 1990: 61). For example: the word pet, its basic
meaning in a dictionary means “a domesticated animal kept for companionship or
amusement”. However, when in informal situation it is used to address the person you like
or love.
On the aspect of association, it means that words are related to others in different
ways and any word can belong to a certain word family. There are four main categories in
association (Aitchison 2003: 86-100). The first one is coordination: words cluster together
on the same level of detail, e.g. apple and orange. Moreover, opposites also belong to this
kind, e.g. full and hungry. The second one is super ordination. It means that some words
cover other words which are subordinate to the upper ones, e.g. when people mention the
word “animal” others can easily associate to tiger and lion. The third one is synonymy,
which means words having the same or similar meanings are stored together, e.g. happy

and glad. The last one is collocation, which means some words are usually stored together
to collocate to each other, e.g. salt water.
On the aspect of form of a word, Nation (1990: 35-36) states there are two kinds of
a word form. They are written form and spoken form. The written form of a word refers to
the spelling and the spoken form means the sound or pronunciation. The last aspect is
always referring to how often any particular word occurs in usage. According to the above
aspects of a word, both teachers and learners should hold a broad view of mastering a word
and adopt different strategies to gain a full command of a word.


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2.3. Vocabulary learning strategies
2.3.1. Definition of vocabulary learning strategies
First of all, it should be noted that in the literature on language learning strategies,
there is no official definition for vocabulary learning strategies. Perhaps there is no need
for such a definition because vocabulary learning strategies are part of language learning
strategies, which, in turn, are art of learning strategies.
With reference to the definitions of learning strategies mentioned above, in this
research, following Oxford (1990:8), the working definition of vocabulary learning
strategies is as follows:
Vocabulary learning strategies are specific behavioral or mental action taken by
learners to make their vocabulary learning easier, faster, more enjoyable, more selfdirected, more effective and more transferable to new situation. Vocabulary learning
strategy is a part of language learning strategies which in turn are parts of general learning
strategies.
Schmitt (1977) provides a useful overview of the rise in importance of strategy use
in English learning, noting that it grew out of an interest in the learner‟s active role in the
learning process. Nation (2001: 217) claims that it is not easy to arrive at a definition of
what a strategy is, but to deserve attention from a teacher a strategy would need to
 involve choice, that is, there are several strategies to choose from

 be complex, that is, there are several steps to learn
 require knowledge and benefit from training
 increase the efficiency of vocabulary learning and vocabulary use
There are numerous strategies which demonstrate these features. Learners not only
need to know about these strategies. They need to master them. Concerning vocabulary
learning, Nation develops a general classification of vocabulary learning strategies (Nation
2001: 218-222).
The first one is planning vocabulary learning, i.e. to choose words. Learners should
know what their vocabulary goals are and choose what vocabulary to focus on in terms of
their selected goals. What is more, learners should also have a clear strategy for deciding
what vocabulary to focus on and where to find this vocabulary. When learning vocabulary,
choosing certain aspects of a word (usually meaning but for listening and writing, the form
of word is also necessary to pay attention to) to focus on and using various strategies can


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make the learning process more efficient.
The second vocabulary learning strategy is sources. In order to cope with new
vocabulary when it occurs and to learn unfamiliar vocabulary, learners have to be able to
get information about the words. Analyzing word parts is a useful strategy, because being
familiar with the stems and affixes can provide useful for seeing connections between
related words, checking guesses from context, strengthening form and meaning
connections, and in some cases working out the meaning of a word. Meanwhile, consulting
reference sources properly and using parallels can also be helpful in vocabulary
acquisition.
The third vocabulary learning strategy is processes, which is establishing
vocabulary knowledge. It involves ways of remembering vocabulary and making it
available for use. Noticing is a widely used way of recording vocabulary, and it can be a
very useful first step towards deeper processing of words. Retrieving strengthens the

connection between the cue and the retrieved knowledge. It is superior to noticing.
Generating is the production of the word. It is the further step of learning process.
2.3.2. Some vocabulary learning strategies from other studies
A number of studies have been conducted to investigate the most frequently used
vocabulary learning strategies. In his study with Chinese EFL postsecondary students in
Hong Kong, Lip (2009, p. 77) found that “the most frequently used and most useful
vocabulary learning strategies are
 spelling the word in the mind repeatedly;
 analyzing the word by breaking down the sound segments;
 remembering words by doing a project;
 asking classmates for the meaning of the word.”
In another study by Shiwu (2005) with EFL learners in Taiwan, it is found that the
most popular strategies used by students from different age groups and levels are using
electronic dictionaries, particularly bilingual dictionaries, and guessing the meaning of the
words from context.
Another study reports that the use of dictionary, simple use of context and repeated
pronunciation of the word and its meaning are among the most frequently used strategies
of Indonesian postgraduate students in learning new words (Subekti & Lawson, 2007).
O‟Malley and Chamot (1995) describe three main strategies used by second language


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learners. Those three categories are metacognitive strategies, cognitive strategies and
social/affective strategies. They found that selective attention, preparation, selfmanagement, repetition, note-taking, imagery, and translation are among the most
frequently used vocabulary learning strategies while social/ affective strategies (e.g.
cooperation and questioning for clarification) were used infrequently.


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CHAPTER 3: THE STUDY

3.1. Introduction
This chapter discusses the method used by the researcher to collect and analysis
data from different students at Faculty of Foreign Language, UTEHY
3.2. The context of the study
With a faculty of five lecturers teaching predominantly Russian modules, the
Faculty of Foreign Languages was founded and formed as a core theory organization in
1992. The Faculty of Foreign Languages was merged with the Faculty of Basic Science in
2003, and the Faculty of Basic Science was given the task of teaching basic English and
technical courses.
In December 2007, the Department of Foreign Languages was elevated to the
school of Foreign Languages on the principle of separation from the college of Basic
Science, as decided by the Rector of Hung Yen University of Technology and Education.
Faculty is built and developed in response to the school's growth and societal needs.
From 2008 to 2020, the number of faculty members in the unit will expand to 27,
representing a considerable rise in the number and quality of lecturers. Inside, there are two
doctors and two postgraduates.
The rest: 24 academics who have earned a master's degree. (There are 21 English
teachers, two Chinese instructors, and one lecturer teaches Vietnamese culture.)
Since the 2011-2012 academic years, a component of the most important
responsibility of teaching college students and graduate students inside the school has been
removed. The National Foreign Language Project Committee has allocated the college of
Foreign Languages to coach and nurture English competence, as well as English teaching
methodologies for instructors from professional and vocational colleges. In the northern
region, there are also professional secondary schools. The School of Foreign Languages
was assigned to construct an intensive English program in accordance with the project's
purpose in 2017-2018 and 2018-2019, and the Faculty also taught English arts at training
institutions.

Current training program:
 University degree training in English Language (since 2007)
 University-level training in Business English (2019)


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 University-level training in English Education (2020)
In addition, the school enrolls students in second-degree, college, collegiate, and
undergraduate West Germanic language programs in accordance with the University's
intentions. The programs are delivered in installments and allow students to study at their
leisure while working or attending school.
The Faculty of Foreign Languages is the center for linking and developing methods of
teaching and learning foreign languages according to the new model of English-learning
vocabulary especially for speaking organizations and countries.
3.3. The study
The participants.
To gain the data for the study, fourty eight (48) students of first year English majors at
Faculty of Foreign Language, UTEHY were given survey questionnaire to fill up with their
own answer honestly and objectively. And 10 students were participated in the interview.
3.4. Data Collection Instrument
The main instruments used for data collection is a survey questionnaire (Appendix 1)
for students. Furthermore, an interview is also conducted for collecting data and analyzing
that will get better result‟s quality by only five questions but very useful for analysis
(Appendix 2). The set of survey questionnaire were completed with the participants of 48
first-year English major students. This method helps the author to gather data needed in
“quantitative and qualitative form”. Moreover, it is easier to summarize, analyze and report
the collected data as all informants submit the answers to the same questions. Lastly, the
questionnaire offers the participants to show their attitudes towards learning translating
skill freely because their personal information is definitely secreted.

3.4.1. Questionnaires
The survey questionnaire was designed for students with three parts. The main
contents of questionnaire include four parts with six questions:
Part 1: General information
Part 2: Investigate English vocabulary learning strategies being used by first-year
students at Foreign Faculty of Language, UTEHY (included three questions).
Part 3: The effects and limitations of these strategies
Part 4: Some suggestions to improve the use of vocabulary learning strategies
Because of the stressful situation of the Covid 19 epidemic, to conduct the survey, the


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researcher created an online survey for learners. The survey was sent via a link to the firstyear students of FFL, and 40 answers were sent back to the researcher in a day, 8 answers
were sent back in the next day.
3.4.2. Data Collection Procedure
The data were collected from the students of Faculty of Foreign Language, UTEHY in
April, 2021. For collecting data, the researcher had to contact with the monitor of three
classes and tell them the purpose of the research to get permission.
3.4.3. Designing Instruments
To design students‟ questionnaires, same items/statements are used with some changes
in language to fit the respondents. The researcher has organized the questions in a way so
that the respondents feel easy and comfortable to answer and express their opinions. The
items\statements are basically about the respondents‟ positive and negative attitude
towards group working activities and its role in learning vocabulary especially for speaking
classroom. The respondents have to choose and tick an appropriate option from options for
each item/statement.
The researcher also use own data while observing some classes to assess the use of
group working activities and its importance in learning vocabulary especially for speaking
classroom.

3.5. Data analysis and discussion
3.5.1. Data Analysis
For this study, mean score is employed to research the collected data. The mean is that
the sum of all innumerable all subjects\respondents during a group divided by the amount
of subjects\respondents, [X = ∑X/n] (Seliger and Shohamy, 1989). The mean of every of
the items\statements, therefore, is that the average score for every item\statement and it's
the summation of all the scores divided by the amount of subjects\respondents. the typical
performances of a gaggle on given task are determined by the mean and it helps the
researcher to induce information by shortening large amounts of knowledge. The mean
provides the researcher how a gaggle performed as a full.
3.5.2. The survey questionnaire
Aim of the questionnaire
This questionnaire is mainly designed to diagnose the students‟ evaluation of
their skills and the awareness of vocabulary learning strategies in the English language.


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Second, it also attempts to investigate their actual state of learning in terms of the use of
vocabulary learning strategies.
Administration of the questionnaire
Given the impossibility to conduct the research on the whole population under
investigation, we have administered the questionnaire to the second English majors
students belonging to different options.
It is worthy to mention that the questionnaire took place in late April 2021, at the
Faculty of Foreign Language, UTEHY. 48 participants were called and do the survey via
google form
Taking diversity of the students makes us, far from being biased. The questionnaire
was administered to fourty eight (48) students for a half of a day. Among fourty eight (48)
handed back questionnaires, ninety (40) were returned in the same day and eight (8) few

days later. The questionnaire was administered in a friendly and relaxed environment. The
questions were clear enough in order to help the students' understand and thus provide
appropriate answers.
Description of the questionnaire
In designing the present self-completed questionnaire for research purposes, the items
required answers with dichotomies ( yes/ no question), or picking up the most appropriate
answer from a series of options, or open questions asking the students to give their
opinions or to explain their choices. The questions revolve around four headlines each
one of which covers the variables selected and each particular aspect of our study.
Description of the interview
The interview consists of 5 questions, 6 students are divided into 2 groups of 3
students. The researcher will interview them the same interview questions and their
answers will be aggregated and analyzed. The answer will be recorded
3.6. Data analysis
3.6.1. Questionnaire


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English vocabulary
Very important
Important
Quite important
Not very important
Competely not important

Graphic 1: How important is English vocabulary to your language learning?
The first question in the questionnaire survey is about the importance of English
vocabulary to language learning. It is easy to claim that vocabulary is one of the most
important key factors when you want to learn a second language beside your mother

tongue one. Despite the fact that you can read comprehensively, speak with natural and
native ascent, a good vocabulary source still play crucial role in using a language
smoothly.
The table 1 proves all theory above. It‟s also indicated in the Graphic 1 that 50% or
25 respondents choose the answer find vocabulary very important meanwhile 27.1% or 13
respondents find important, 18.8% or 9 respondents find English vocabulary quite
important in language learning. There are 2 respondents find English vocabulary not very
important and there is no responder choose completely not important which means when
you have a good vocabulary background, you can be confident to communicate with others
in English everywhere
For the questions number 2: How many hours do you spend on learning English
vocabulary?


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English vocabylary
An hour or more

30 - 60 minutes

15 - 30 minutes

Less than 15 minutes

Graphic 2: How many hours do you spend on learning English vocabulary?
It can infer from the graphic 2 that the two options: Less than 15 minutes (60.8% )
and 15-30 minutes (25.2%) make us feel bored about the way our the first year English
major students in our FFL study vocabulary. There are few students spend more time (at
least 30 minutes a day) to study vocabulary. Learning vocabulary is a slow process. It is

usually necessary to encounter a new word or phrase many times before it is learnt. One
important factor in vocabulary acquisition is therefore to increase exposure. This means
practicing reading or listening as much as possible, to increase exposure to both familiar
and unfamiliar words. This type of learning is called incidental learning, and is how native
speakers learn vocabulary. In the case of second language learners, however, incidental
learning may not be enough, and more intentional methods will be needed. An example of
an intentional method is when a student studies vocabulary, for example using word lists or
vocabulary books. Another and highly useful type of intentional learning is reviewing
vocabulary which has been recorded in some way, for example in a vocabulary notebook.


16

The frequency of
using vocab learning strategies
always

0
5
5

0
5

20

15

Usually

often

0
5
10

sometime

0
5
10
10

never

0
5
5
10

50
85
70

75

80

25

1st

2nd

3rd

4th

5th

Graphic 3: How often do you use these strategies in your English vocabulary learning
process?
For the question number 3: How often do you use these strategies in your English
vocabulary learning process? from graphic 3: How often do you use these strategies in
your English vocabulary learning process, It is shown in the table 5 and graphic 5 about
how often do you use these strategies in English vocabulary learning that students always
aim to use these vocab learning strategies. We can see that most of strategies are ups to 70
percent of always; whereas, there are small amount of the students often or sometimes use
these learning strategies. In fact, these strategies are very effective if the students always
practice them and use them in learning vocabulary properly.
Let us come to the question number 4: How effective are these strategies in your English
vocabulary learning process?