The relationship between the use of vocabulary learning strategies and learner autonomy of the first year non-major English students at Thainguyen University of Technology

The relationship between the use of vocabulary
learning strategies and learner autonomy of the
first year non-major English students at
Thainguyen University of Technology



Nguyễn Thị Thương Huyền


Trường Đại học Ngoại ngữ
Luận văn Thạc sĩ ngành: English teaching methodology; Mã số: 60 14 10
Người hướng dẫn: M.Ed. Đỗ Bá Quý
Năm bảo vệ: 2012


Abstract. There is a proverb saying like this “If you give a man a fish, you feed him for
a day; if you teach a man how to fish, you feed him for a lifetime”. Thus, the purpose of
the study was to explore the frequency of the use of vocabulary learning strategies by
the TNUT first year students, the level of the learner autonomy, and the relationship
between the students’ use of vocabulary learning strategies and the learner autonomy. In
order to reach the research purpose, a sample of 110 non-English majors at TNUT was
chosen. The data of the subjects were collected by means of questionnaires and an
autonomous learner checklist. The questionnaire consisted of two parts, the first one
referring to the respondents’ background and the second referring to the use of
vocabulary learning strategies adapted from Schmitt’s taxonomy of vocabulary learning
strategies (1997). The autonomous learner checklist was designed on the base of the
characteristics of autonomous learners and four types of awareness used by Ellis (1999)
and Sinclair (1999). The collected data were computed and analyzed by means of
descriptive analysis and Paired T-test with SPSS 17.0. The results of the study revealed
that the students’ use of vocabulary learning strategies and the learner autonomy were at

medium level. Furthermore, the results of the study also indicated that the students’ use
of vocabulary learning strategies was positively and significantly related to the learner
autonomy. Thus, the findings of the study may have significant implications for the use
of vocabulary learning strategies to enhance the number of vocabulary and foster learner
autonomy in learning English.

Keywords. Tiếng Anh; Phương pháp giảng dạy; Từ vựng; Sinh viên

Content
1. Rationale of the study
Learner autonomy has gradually come into existence and become one of prominent themes
since the 1970s as a consequence of a new shift in study interests on language learning. Few
would doubt that learner autonomy in language learning can lead to positive outcomes, such as
the development of life-long learners. Besides, Oxford (1990) adds that language learning
strategies also encourage greater overall self-direction which is particularly important for
language learners, because they will not always have the teacher around to guide them as they
use the language outside the classroom. In addition, Wenden (1991) also emphasizes that
learners need to be aware of different learning strategies so that they can become autonomous
language learners. They will become not only efficient at learning and using their second
language but also enable them to self-direct these endeavors. Obviously, language learning
strategies play an important role in fostering learner autonomy.
Undoubtedly, learner autonomy in vocabulary learning has become a necessity for English
language learners in higher education institutions that adopt either traditional or open education
nowadays. One of the areas that has the greatest potential for adopting learner autonomy is
vocabulary (McCarthy, 1990). Therefore, exploring the relationship between the use of
vocabulary learning strategy and learner autonomy is particularly necessary and helpful.
Despite being discussed worldwide, learner autonomy remains a fairly novel concept in
Vietnam and Thainguyen University of Technology is no exception. Benson, Chik & Lim (2003)
explained that since the idea of learner autonomy originated from Western cultures, it hardly
suffices to just transfer the concept to an Asian context. Besides, vocabulary plays an important

role because students at TNUT need to learn English in the two years of their course with
emphasis on English for Specific Purposes studies in the second year. However, after seven years
studying English at school, most tertiary students continue to find learning vocabulary a difficult
task, so they have to depend on teachers and dictionaries so much that their scores in English
learning are not high. As mentioned, language learning strategies contributes effectively to the
enhancement of learner autonomy. Hence, it is useful to develop TNUT first year students’ use
of vocabulary learning strategies, and thereby fostering the learner autonomy to higher learning
outcome expectations.
For both practical and theoretical reasons, there is a pressing need for the researcher to carry
out this study to explore what the relationship between the use of students’ vocabulary learning
strategies and the learner autonomy is.
2. Aims of the study
The study is aimed at improving the use of vocabulary learning strategies and the learner
autonomy by determining the relationship between the use of students’ vocabulary learning
strategies and learner autonomy. To achieve this aim, the three following specific objectives are
to be obtained:
 The level of TNUT first year students’ use of vocabulary learning strategies is
investigated.
 The level of learner autonomy is measured.
 The relationship between TNUT first year students’ use of vocabulary learning
strategies and learner autonomy is decided.
3. Scope of the study
The focus of the study is on the level of TNUT students’ use of vocabulary learning
strategies; students’ degree of learner autonomy and the relationship between the students’ use of
English vocabulary learning strategies and their level of learner autonomy.
4. Methods of the study
To achieve the above aims, a study is carried out as a survey using mainly quantitative
approach for data collection and analysis from different sources. First, a survey questionnaire is
carried out on first year students at TNUT to investigate their frequent use of vocabulary learning
strategies. Next, autonomous learner checklist is used to collect data to find out how autonomous

the students are. After that, the results of the collected data are computed and analyzed using
Statistical Package for the Social Science (SPSS), version 17.0 to explore the relationship
between their vocabulary learning strategies and learner autonomy.
5. Significance of the study
The researcher hopes that the findings of the study would help her to know the level of
vocabulary learning strategy use and degree of learner autonomy of the TNUT students and the
relationship between them. The results of the study would help to develop students’ vocabulary
learning in English as well as foster their learner autonomy in order to improve English teaching
and learning process at TNUT.
6. Organization of the study
The research paper is organized in three main parts as follows:
Part A: Introduction
This part presents the rationale, aim, scope, method and organization of the study.
Part B: Development
This part is divided into different chapters. Chapter 1 (Literature Review) provides
theoretical background, covering definitions and related theories. Chapter 2 (Methodology)
justifies and describes the methodology of the study in details. Chapter 3 (Results and
Discussion) presents full analysis of the collected data and discusses findings.
Part C: Conclusion
This part recaps the main content of the study and deals with some suggestions for
improving the use of vocabulary learning strategies as well as learner autonomy. In addition, it
also poses several directions for future research.


References
1. Anderson, J, N. (2003). Strolling, clicking and reading English: online reading strategies in a
second/ foreign language. The reading Matrix. 3/3, 1-33. Retrieved September 12, 2008 from the
World Wide Web: http:www.readingmatrix.com/articles/john_liontas/restropective.pdf.
2. Ágota S. & Anita S. (2000). Learner autonomy. A guide to developing learner responsibility.
Cambridge University Press.

3. Benson, P. & Voller. P. (1997). Autonomy & Independence in Language Learning. New York:
Addison Wesley Longman Limited.
4. Benson, P., Chik, A. & Lim, H.Y. (2003). Becoming autonomous in an Asian context:
Autonomy as a sociocultural process. In D. Panfreyman & R. C. Smith (eds), Learner autonomy
across cultures. (pp. 23-40). New York: Palgrave Macmillan.
5. Brown and Douglas, H. (1994). Principles of language learning and teaching. New York:
Prentice Hall Regents.
6. Brown, C. & Payne, M. E. (1994). Five essential steps of processes in vocabulary Learning.
Paper presented at the TESOL Convention, Baltimore, Md.
7. Brown, S. P. (2005). Elements of Learner Training and Learning Strategies in a Japanese
Eikaiwa (Private Language School). Unpublished M.A. Thesis, University of Birmingham.
Retrieved September 12, 2008 from the World Wide Web:

8. Carter, B. A. (1999). Begin with beliefs: Exploring the relationship between beliefs and
learner autonomy among advanced students. Texas Papers in Foreign Language Education, 4/1,
1-20. Retrieved April 25, 2008 from the World Wide Web:

9. Conttia, W. M. L. (2007). The Influence of Learner Motivation on Developing Autonomous
Learning in an English-for-specific-purposes Course. Unpublished Master’s Dissertation in
Applied Linguistics, University of Hong Kong. Retrieved September 12, 2008 from the Word
Wide Web:
10. Cook. V. (1991). Second Language Learning and Language Teaching. London: Chapman
and Hall.
11. Creswell, J. W. (2005). Educational Research: Planning, conducting and evaluating
quantitative and qualitative research. Upper Saddle River, NJ: Pearson Prentice Hall.
12. Dafie, D. (2007). An exploration of the relationship between learner autonomy and English
proficiency. Asian EFL Journal, 24/1, 1-20. Retrieved November 24, 2008 from the World Wide
Web:
13. Fan, Y. M. (2003). Frequency of use, perceived usefulness, and actual usefulness of second
language vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal,

87(2), 222-241.
14. Gates, J. (2000). Evaluating Self-access Learning: A Case Study of the Use of a Self-Access
Centre by a Group of Italian Primary School Teachers Following a Language Development
Course. Unpublished Master’s Thesis, University of Surrey. Retrieved April 25, 2008 from the
World Wide Web:
15. Harris, V. (2003). Adapting classroom-based strategy instruction to a distance learning
context. TESL-EJ, 7/2, 1-17. Retrieved July 21, 2008 from the World Wide Web:
16/a l. html.
16. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford
University Press.
17. Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: PergamonHua.
18. Hsu, S. Y. S. (2005). Building language learning Environments to help technological
university students develop English independent learning. The JALT CALL Journal,1/2, 51-66.
Retrieved September 12, 2008, from the World Wide Web:

19. Köse, N. (2006). Effects of Portfolio Implementation and Assessment on Critical Reading
and Learner Autonomy of ELT students. A Ph.D. Dissertation, Cukurova University. Retrieved
September 12, 2008 from the World Wide Web:
20. Le Van Huy. (2007). Using SPSS applied in marketing research manual. Danang University
of Economics.
21. Littlewood, W. (1997). Sefl-accsess: why do we want it and what can it do? In P. Benson &
P.Voller (Ed), Autonomy & Independence in Language Learning (p. 79-91). New York: Addison
Wesley Longman Limited.
22. McCarthy, M. (1990). Vocabulary. Hongkong: Oxford University Press. Meara, P. (1990).
Some notes on Eurocentres Vocabulary Tests. Retrieved January 12, 2009 from

23. Miller, J.L. (2005). Adult L2 Learners. Recollections of Their Experiences in Learning and
Using English in an ESL Setting: a multi-case study. Unpublished M.A. Thesis, University of
Surrey. Retrieved April 25, 2008 from the World Wide Web:
24. Ming, S.T & Alias, A. (2007). Investigating readiness for autonomy: A Comparison of

Malaysian ESL undergraduates of three public universities. Reflections on English Language
Teaching, 6/1, 1-18. Retrieved September 12, 2008, from the World Wide Web:
T61/p01 to 18thang.pdf.
25. Nation, I. S. P. (1990). Teaching and learning Vocabulary. Boston: Heinle & Heinle
26. Nunan, D. (1997). Designing and adapting materials to encounter learner autonomy. In P.
Benson & P. Voller (Ed.), Autonomy & independence in language learning (pp. 192-203). New
York: Addison Wesley Longman Limited.
27. O'Malley, J. & Chamot, A. (1990). Learning Strategies in Second Language Acquisition.
Cambridge: Cambridge University Press.
28. Oxford, R. L. (1990). Language Learning Strategies: What every teacher should know. New
York: Newbury House.
29. Reynard, R. (2006). The Internet as a Tool in the Development of Learner Autonomy at the College Level.
Retrieved September 12, 2008 from Http://www.faculty.trevecca.edu/rreynard.
30. Rubin, J. (1987). Learner strategies: theoretical assumptions, research history and typology.
In A. Wenden & J. Rubin (Ed.), Learner strategies in Language Learning (pp. 15-30).
Englewood Cliffs, NJ: Prentice Hall.
31. Sert, N. (2006). EFL student teachers’ learning autonomy. The Asian EFL Journal Quarterly,
8/2, 180-201. Retrieved September 12, 2008 from the World Wide Web: an-efl-
journal.com/June_06_ns.php.
32. Schmitt, N. (1997). Vocabulary Learning Strategies. In N. Schmitt & M. McCarthy (Eds.),
Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge: Cambridge
University Press.
33. Shmai, W.A. (2003). Language Learning Strategy Use in Palestine. TESL-EJ, 7/2, 1-17.
Retrieved July 26, 2008 from the World Wide Web: />ej/ej26/a3.html.
34. Tirkes, K.c. (n.d). The Role of Learner-Centered Approach in Language Teaching on the
Development of Learner Autonomy: A Model Course Design. Retrieved September 12, 2008,
from the World Wide Web:
35. Vera, E. Arias, L & Buitrgo, Z. (n.d). Building Up Learners’ Autonomy and Cooperative
Assessment. Retrieved November 18, 2008 from the World Wide Web:
:8080/w3/storage/folios/articulous/folios 14_11 inve.pdf.

36. Wenden, A. & Rubin, J. (1987). Learning strategies for learner autonomy: planning
and implementing learner training for language learners. London: Prentice Hall.
37. Wenden, A. (1991). Learner Strategies for Learner Autonomy: Planning and Implementing
Learner Training for Language Learners. London: Prentice Hall.
38. Yanling, Z.N.G (n.d). An Empirical Investigation of Learner Autonomy in Some EFL Classes
in China. Retrieved September 12, 2008, from