A survey on english major first year students vocabulary learning strategies of the school of advanced study

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH

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VÕ DƯƠNG BẢO NGỌC

A SURVEY ON ENGLISH MAJOR FIRST-YEAR
STUDENTS’ VOCABULARY LEARNING
STRATEGIES OF THE SCHOOL
OF ADVANCED STUDY

KHÓA LUẬN TỐT NGHIỆP
NGÀNH NGÔN NGỮ ANH

TP. HỒ CHÍ MINH, NĂM 2020

1


BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH

-------- ∞0∞--------

VÕ DƯƠNG BẢO NGỌC

A SURVEY ON ENGLISH MAJOR FIRST-YEAR
STUDENTS’ VOCABULARY LEARNING
STRATEGIES OF THE SCHOOL
OF ADVANCED STUDY

Chuyên ngành: Tiếng Anh thương mại
Mã số sinh viên: 1657012049
KHÓA LUẬN TỐT NGHIỆP
NGÀNH NGÔN NGỮ ANH
Giảng viên hướng dẫn: TS. LÝ THỊ MỸ HẠNH
TP. HỒ CHÍ MINH, NĂM 2020

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ACKNOWLEDGEMENTS
As my academics and internship experience are successful, I express my deepest
appreciation to all those who provided me the chance and steerage.
First and foremost, there are certainly plausible reasons for my sincere thanks to Ph.D. Ly
Thi My Hanh, who is my direct instructor, delicately instruct me and helps me a lot with not only
useful advice but also clear methods, which successfully helps me in writing the thesis. I feel so
fortunate to have such a kind instructor like her.
I would like to express my distinguished appreciation to HCMC Open University as well
as the School of Advanced Study have trained me well so I can get the opportunity to this thesis.
Furthermore, I also owe my gratitude to my 112 SAS EFL first-year students that I conducted this
research study for their voluntary and active participation. I particularly would like to thank them
for allowing me to carry out the study.
Last but not least, I might prefer to extend my devout thanks to my beloved family,
relatives, and friends for their love, care, support, and encouragement, without their presence and
emotional support, the writing of this analysis report would are abundant tougher and virtually
not possible. Thus, I give thanks to all of them.

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INSTRUCTOR’S REMARKS

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LIST OF ABBREVIATIONS AND ACRONYMS
HCMC: Ho Chi Minh City
VLS: vocabulary-learning strategies
EFL: English as a Foreign Language
SAS: the School of Advanced Study
LLS: language-learning strategies
S: Strategies
SS: Specific strategies
Q: Questions

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CONTENTS
ACKNOWLEDGEMENTS ......................................................................................................... i
INSTRUCTOR’S REMARKS .................................................................................................... ii
LIST OF ABBREVIATIONS AND ACRONYMS .................................................................... iii
CONTENTS ........................................................................................................................ quliiv
LIST OF FIGURES ................................................................................................................... vi
ABSTRACT ............................................................................................................................... 1
CHAPTER I INTRODUCTION.................................................................................................. 2
1.1 REASON FOR CHOOSING THE TOPIC ................................................................. 2
1.2 RATIONALE AND CONTEXT OF THE STUDY .................................................... 3
1.3 RESEARCH OBJECTIVES ...................................................................................... 3
1.4 METHOD DESIGN................................................................................................... 4
1.5 THE SCOPE .............................................................................................................. 4
1.6 STRUCTURE OF THE THESIS ............................................................................... 5
CHAPTER 2 LITERATURE REVIEW ...................................................................................... 6
2.1 DEFINITION OF VOCABULARY LEARNING STRATEGY ................................. 6
2.2 GENERAL VOCABULARY-LEARNING STRATEGIES........................................ 7
2.3 THE TAXONOMY OF VOCABULARY LEARNING STRATEGIES ..................... 8
2.4 THE MOST FREQUENTLY USED VOCABULARY LEARNING STRATEGIES 12
2.5 THEORETICAL FRAMEWORK ............................................................................ 13
CHAPTER 3 METHODOLOGY .............................................................................................. 18
3.1 RESEARCH SETTING ........................................................................................... 18
3.2 RESEARCH PARTICIPANTS ................................................................................ 18
3.3 RESEARCH DESIGN ............................................................................................. 19
3.4 METHODS OF DATA COLLECTION AND ANALYSIS ...................................... 20
3.4.1 Research Ethics ..................................................................................................... 20

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3.4.2 Quantitative research method ................................................................................ 20
3.4.3 Qualitative research method .................................................................................. 22
CHAPTER 4 FINDINGS AND DISCUSSIONS ....................................................................... 24
4.1 FINDINGS .............................................................................................................. 24
4.2 DISCUSSION.......................................................................................................... 27
CHAPTER 5 IMPLICATIONS AND CONCLUSION .............................................................. 30
5.1 RESEARCH IMPLICATIONS ................................................................................ 30
5.2 CONCLUSION ....................................................................................................... 30
REFERENCES ......................................................................................................................... 31

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LIST OF FIGURES
Chart 1.1 Structure of the thesis
Chart 2.1 Three important areas of the vocabulary learning strategies
Chart 2.2 Factors involves the general vocabulary learning strategies
Chart 2.3 The taxonomy of vocabulary learning strategies - metacognitive strategies
Chart 2.4 The taxonomy of vocabulary learning strategies - cognitive strategies

Chart 2.5 The taxonomy of vocabulary learning strategies - social strategies
Chart 2.6 Theoretical framework
Table 2.7 Description of the categories of vocabulary learning strategies
Table 2.8 Meta-cognitive strategies classifications
Table 2.9 Cognitive strategies classifications
Table 2.10 Social mediation classifications
Table 3.1 Description of participants
Table 3.2 The questionnaires
Table 4.1 Reliability statistics
Table 4.2 Descriptive statistics for each vocabulary learning strategies
Table 4.3 Top 6 of the most frequently used vocabulary learning strategies
Table 4.4 Top 6 of the least frequently used vocabulary learning strategies

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ABSTRACT
Learning English plays an important role, however, to find out English well, learning
vocabulary is that the most foundation. The lot of words we all know, the higher we tend to
perceive what we tend to browse and hear. Our vocabulary data conjointly reflects, however, well
we are able to categorical ourselves in speaking and writing. Attributable to the importance of
vocabulary to the four-macro skills additionally on our study and life, abundant attention has
been paid and lots of studies are conducted to analyze effective vocabulary learning ways.
However, not abundant analysis into the effective vocabulary learning ways has been disbursed
within the Vietnamese contexts, notably in an exceedingly English as a Foreign Language of the
School of Advanced Study of Ho Chi Minh City Open University setting. For several reasons,

vocabulary-learning ways used by English as a Foreign Language of the School of Advanced
Study students have not been applied equally and effectively. Due to the fact that first-year is
the suitable and beginning time for university student to adopt the new environment for learning,
the target of this study is to investigate the current situation of using these strategies to broaden
vocabulary and develop language skills of English major first- year students. Therefore, this
research with the quantitative method-questionnaires was initiated so as to analyze the
vocabulary learning strategies used by English as a Foreign Language of the School of Advanced
Study first-year students, this aim to identify what are the most and the least vocabulary learning
strategies often used by them severally so as to know that whether they are using vocabulary
learning strategies or not. Besides, in this study, quality method- semi-structured interviews were
carried out by eight students who done the questionnaires as a way of information assortment to
know their attitudes and belief in dealing with vocabulary learning strategies. Some discussion
are given by author to the issues and suggestions to enhance the method of learning vocabulary
used by English as a Foreign Language of the School of Advanced Study first-year students were
then bestowed, followed by implications for any analysis into effective vocabulary learning ways
within the the School of Advanced Study context.
Keywords: learning strategies; vocabulary learning strategies; the current situation

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CHAPTER I
INTRODUCTION
This small-scale case study is initiated to investigate the vocabulary learning strategies
used by SAS students. This introductory chapter can initially present the principle and context of
the study, then the aim of this study is to highlight the research objectives, the method design,

and the scope followed by a short description of the structural organization of the whole paper.

1.1 REASON FOR CHOOSING THE TOPIC
Lao Tzu suggests the tough things whereas they are simple and do the good things
whereas they are little and one journey of one thousand miles begins with one-step. If learning
English might be a home building, then vocabulary learning is that the inspiration of the house.
Without grammar, very little information but without vocabulary, no information is transmitted
(Wilkin). This statement is parallel to what Wallace (1982:9) comments that it is feasible to own
good knowledge of however the system of language works and yet powerless to speak in it;
whereas if we all know the vocabulary we want, it is sometimes doable to speak well. This
conjointly shows the highest importance of vocabulary in learning a language.
At the same time, to understand the language, many students often believe that it is
vocabulary, not grammar that prevents them from reading, listening, speaking, writing as well as
exchanging information with others in a foreign language. They think that vocabulary contains
the information they need to understand and represent it. Although it is a small cell, it is a key
factor forming the language skills of learners. With a variety of vocabulary, students will
develop their communication skills, essay writing as well as speech.
Moreover, thanks to the vocabulary, learners can understand other people's ideas as well
as clearly and concisely express their thoughts. Traditionally, if we want to expand our
vocabulary, we often memorize it or write it down on paper many times to make it easier to
remember. Nevertheless, on a higher level, mastering a language requires learners to master the
combination of words and meanings depending on the context. Many researchers like Prichard
(2008); Oxford (2002); Cohen (2007) have found out that in foreign language learning,
vocabulary learning strategies such as specific actions, behaviors or techniques students use to
improve their progress in comprehending and producing L2, play a very important role, and can
make learning easier, faster, more fun, independent, and efficient. There may some goals that
students have to adopt new learning environment and repair for more deeply knowledge, specific
here is the movement to University. First-year is the time that reasonable for students to get
awareness about the way they choose for themselves; learning ways are one of those. So do
English as a Foreign Language of the School of Advanced Study first-year students get enough

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knowledge about language learning strategies or more specific that vocabulary learning
strategies? Do they apply any vocabulary learning strategies, and what are the strategies of
English as a Foreign Language of the School of Advanced Study first-year students applied?
Moreover, that is why I do scientific research on this issue.

1.2 RATIONALE AND CONTEXT OF THE STUDY
Vocabulary that is usually and wide thought of to be one in all the foremost essential
components of a language plays a polar role is crucial whether or not students are going to be
fortunate in learning a language and obtaining their message across. The in-depth information on
vocabulary is totally crucial and extremely fascinating. It is believed that vocabulary information
is vitally necessary for the four-macro skills, like listening, reading, speaking and writing. Our
lack of vocabulary information is a lo t of doubtless to lead to a nice issue in expressing ourselves
each in speaking and writing. Thanks to the importance of vocabulary information in effective
communication, vocabulary learning, and instruction area unit attracting hefty attention from
researchers and practitioners, notably students.
There are many analyses that have been dispensed within the space of vocabulary learning
ways to see the effective and most often used vocabulary learning ways. However, not much
research into vocabulary learning strategies have been conducted in the Vietnamese English as a
Foreign Language contexts, especially in the the School of Advanced Study context. Moreover,
many Vietnamese students may not be aware of those crucial strategies as effectively as possible.
Therefore, in general, this present studying aims at investigating the effective strategies for
vocabulary learning used by a English as a Foreign Language of the School of Advanced Study
first-year students, leads to a proposal to raise students awareness about vocabulary learning

strategies and what will be drawn for the implications for vocabulary learning.

1.3 RESEARCH OBJECTIVES
EFL first-year students spend time and have a system of thoughts and beliefs to develop
foreign languages but in fact do they realize about the role of vocabulary learning strategies to
enhance the effective in language learning? This present case study was doled out to find the gap
of the shortage of awareness into vocabulary learning strategies within the SAS context and to
boost each English as a Foreign Language of the School of Advanced Study first-year students
‘awareness of the more effective ways for learning vocabulary in particular, and for all students
who learn English in general. It is hoped that the findings from this study might arouse learners’
interest and modify them to pick out and use ways for vocabulary learning that are using
appropriate for them.. To reach those above objectives, the research needs to answer the
following questions:

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



School Of Advanced Study

What strategies English as a Foreign Language of the School of Advanced Study
first-year students adopt in vocabulary learning?
What are English as a Foreign Language of the School of Advanced Study firstyear students’ most common vocabulary learning strategies?
What are English as a Foreign Language of the School of Advanced Study firstyear students’ least common vocabulary learning strategies?

1.4 METHOD DESIGN
The research uses both quantitative and qualitative tools were utilized, which allowed
eliciting multi-dimensional responses.
The questionnaires which is quantitative method aim to analyze the vocabulary learning
strategies used by English as a Foreign Language of the School of Advanced Study first-year
students, in order to identify what are the most and least vocabulary learning strategies used by
English as a Foreign Language of the School of Advanced Study first-year students severally so
as to spot what the foremost effective ways are using.
In addition, in this research, qualitative method that is semi-structured interviews were
initiated as a way of information assortment to get the results about their attitude and belief about
vocabulary learning strategies in language learning.

1.5 THE SCOPE
This study is restricted in scope since the quantity of participants is comparatively small.
The study explored the views of participants from English as a Foreign Language of the School
of Advanced Study first-year students, not all of 196 English as a Foreign Language of the
School of Advanced Study first-year students; it did not extensively study the perceptions of
participants from alternative public, such as several English centers, schools, and universities.
Owing to a brief period and the social distancing policy from the government, there is a lack of
classroom observations to prove the claims made by the student informants within the interviews
as well. This study additionally fails to do member checking to reinforce the reliability of the
interpretation of the information owing to the time constraint as mentioned earlier. Additionally,
this case study is in would like of a triangulation methodology to cross-check the findings by
exploring in additional details completely different views from a larger variety of participants
through a three-dimensional information assortment methodology like interviews, questionnaires
and classroom observations. Given these limitations, it might be inappropriate to conclude that
the views of the participants examined higher than represent those of the School of Advanced
Study students. Therefore, the generalizability of the findings is comparatively restricted.

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However, some conclusions may be drawn from the findings, which can be of connectedness and
significance, to some extent, to the School of Advanced Study context.

1.6 STRUCTURE OF THE THESIS
This thesis is based on the research questions outlined in section 1.3 to complete so it
divided into four chapters, this paper shares the standard structure of the analysis study. In other
words, this paper starts with Chapter 1 –an introductory chapter –that introduces the reason for
choosing a topic, the rationale and context of the study, the research objectives, the method
design, and the scope as well as the structure of the thesis. Then Chapter 2 reviews the literature
of the past study concerning the foremost frequently used and effective vocabulary learning
strategies, to be more specific they are definition of vocabulary learning strategy, general
vocabulary-learning strategies, the taxonomy of vocabulary learning strategies, the most
frequently used vocabulary learning strategies, and finally the theoretical framework. Chapter 3
contains the research setting, participants and design as well as methods of data collection and
analysis. Chapter 4 presents the findings of the study based on the three proposed research
questions and discusses the findings concerning some of the literature reviews to highlight
similarities or differences. Chapter 4 –a concluding chapter –concludes the paper by presenting
implications and the conclusion of the study.
Chart 1.1 Structure of the thesis

Thesis

Chapter 1:
Introduction

Chapter 2:
Literature
reviews

Chapter 3:
Methodology

Chapter 4:
Findings and
discussion

Chapter 5:
Implication and
conclusion

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CHAPTER 2
LITERATURE REVIEW
As its name suggests, this chapter reviews the literature of the past study to confirm that
this study is not worn out cognitive content of the previous connected literature. In alternative
words, literature relating to vocabulary learning ways has been consulted and examined. The
literature review during this chapter focuses on 5 necessary aspects of vocabulary learning ways.
First, general VLS are conferred, and the taxonomy of VLS is then explored. Subsequently, this

chapter appearance at previous studies regarding the foremost frequently used VLS, followed by
a short examination of VLS in the Vietnamese context to deal with the issue in learning
vocabulary.

2.1 DEFINITION OF VOCABULARY LEARNING STRATEGY
For the definition of learning strategies, many scholars and researchers have described
their understanding in this particular field in various ways. From their respective definitions, we
can find out the definition of vocabulary learning strategies.
Learning strategies play a particularly important role in learning because these strategies
themselves will make learning easier, faster, more interesting, more scientific, more effective.
Rubin (1987) defined that learning strategies contribute and directly affect the language system
built by learners. Oxford (1989) defines the term as behaviors that help learners orient themselves
for successful and more enjoyable learning, whereas Weinstein & Mayer (1986) argue behaviors
and thoughts that aim to influence the coding process of the learner when participating in the
learning process. Besides, Chamot (1987) Learning strategies including methods and techniques
will help students take intentional actions to promote learning as well as recall information about
language.
Based on the definitions mentioned above, learning strategies involve two aspects: the
purpose of using a learning strategy is to improve learning efficiency and the nature of learning
strategy is behavior, Not simply the thought of the learner. And this can be identified as a
sequence of specific techniques, tactics, approaches or behaviors that are consciously accepted by
the learners to ensure learning effectiveness.
In this paper, vocabulary means the total number of words that make up a language and
accordingly VLS refer to the methods and techniques used by learners with the purpose of
learning vocabulary well. Besides, to find out the frequently vocabulary learning strategies using,
a large amount of research on VLS has been conducted. Most of the research focuses on three

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important areas: 1) general VLS; 2) the taxonomy of VLS; and 3) the most frequently used VLS
(Lip, 2009; Nation, 2001; Oxford, 1990; Schmitt, 1997).
Chart 2.1 Three important areas of the VLS

The general VLS

The taxonomy of VLS

The VLS

The most frequently used
VLS

2.2 GENERAL VOCABULARY-LEARNING STRATEGIES
The VLS generally involves cognitive strategies, metacognitive strategies, and social
strategies. According to Hedge (2000), learners use a variety of psychological feature methods to
be told words like exploitation keywords, making associations and learning words in a cluster. He
defines a psychological feature as a mental operation involved with engaging in new words to
grasp, categorize, and store them during knowledge. Similarly, Schmitt (1997) states that
psychological feature strategy together with written and spoken repetition, word lists, and
flashcards square measure common methods used in several elements of the planet. Taking notes
at school and keeping vocabulary notebooks are helpful and counseled by several lecturers and
writers. Students use Meta psychological feature strategies to manage and choose their learning,
by having a top-level view of the5.. coaching methodology commonly (Schmitt 1997, p. 216).
Whereas social-psychological feature strategies involve asking someone, usually lecturers and
peers, for the synonyms, definitions or example sentences of a specific unfamiliar with a word.

According to Ghanal (2007), it is crucial to coach learners to become freelance
throughout the method of L2 vocabulary learning because of freelance learner’s square measure
autonomous and capable of taking responsibilities for his or her learning and increase their
involvement, confidence, and proficiency (Oxford, 1990, as cited in Ghanal, 2007). Therefore,
lecturers ought to raise students’awareness of the importance of VLS. Similarly, Hismanoglu
(2000) states that LLS square measure important because of the assist learners to learn the target
language effectively. Fedderholdt (1997, as cited in Hismanoglu, 2000) sugg ests that EFL
students capable of using a massive varies of LLS appropriately will improve his language skills
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throughout consequent approach. Besides, by drawing students’ attention to the value of fantastic
sentence examples that provide collocational, grammatical, and pragmatic knowledge regarding
words, lecturers have to be compelled to emphasize the importance of guessing-from-context
skills (Hunt and Beglar 2004). They go on to point out that VLS, particularly extensive reading
and listening, guessing from context, and using a dictionary plays a major role in developing the
learners’ vocabulary knowledge
Chart 2.2 Factors involves the general VLS

Metacognitive strategies

Cognitive strategies

The general VLS

Social mediation

2.3 THE TAXONOMY OF VOCABULARY LEARNING
STRATEGIES
In addition to the overall VLS mentioned above, several researchers’ attention is attracted
by the taxonomy of VLS. Schmitt’s (1997) taxonomy is one of the foremost notable taxonomy of
VLS is. during this taxonomy, discovery ways and consolidation ways are 2 main sorts of ways.
Discovery ways combine determination strategies and social methods whereas consolidation
methods include social ways, memory ways, cognitive ways, and metacognitive ways. consistent
with Akbari and Tahririan (2009, p. 39), and taxonomy appearance to be the foremost thorough
and has the advantage of being organized around a long time an established of LLS
(Schmitt’s,1997). Different well-known taxonomies of VLS are Oxford’s (1990) social, memory,
cognitive, and metacognitive ways; Gu and Johnson’s (1996) metacognitive, cognitive, memory
and activation strategies; and Nation’s (2001) designing, offer and processes categories.
According to O’Malley and Chamot (2001) metacognitive strategies involve advanced
organizers, selective attention, self-monitoring and self-evaluation.
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Whereas cognitive ways in which embrace estimate ways, wordbook uses, and note
taking ways that, Gu and Johnson’s (1996)metacognitive ways, keep with Ghanal (2007),
embody selective attention and self-initiation ways in which. Memory ways within which, on the
alternative hand, entail rehearsal and encoding(i.e. imagery, association, visual, semantic,
auditory, and contextual encoding)strategies. Besides, cognitive strategies involve repetition,
resourcing, practice, transfer, translation, inferencing, elaboration, reading, keyword method and
grouping (O’Malley and Chamot, 2001). The last ways that throughout this taxonomy are
activation ways that, as its name suggests, aims at activating the vocabulary that we've got

learned by using them in several contexts. An extra comprehensive taxonomy of VLS, however,
is Schmitt’s (1997) taxonomy. Schmitt (1997) divides the ways that into a pair of groups:
Discovery ways that (strategies for the invention of a fresh word’s meaning)and Consolidation
ways that (strategies for consolidating a word once it has been encounter). Also that, O’Malley
and Chamot (2001) defined classification social mediation involves self-stimulation and
cooperation.
The primary group consists of determination ways that and social ways that whereas the
second includes social ways, memory ways, cognitive ways, and metacognitive ways. Moreover,
the social ways are found in each class, as a result of they will be used at any stage of vocabulary
learning. Besides, recent taxonomy is that Nation (2001) categorized all VLS into 3 classes:
designing, source, and processes. The primary group, in line with Ghanal (2007), involves
creating a choice on wherever, however, and the way usually to focus attention on the vocabulary
item. The second class (i.e. source) is to try and do with obtaining data regarding the word to
grasp it. And the third one includes noticing, retrieving and generating (e.g. making sentences
containing new words) ways.
The examination of the taxonomy of VLS plays an important role during this present
study as a result of it ensures that this study has consulted connected literature, notably the
illustrious taxonomies of VLS as mentioned above and presented into three summary charts. It
additionally builds an abstract framework from that this study will be developed.

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Chart 2.3 The taxonomy of VLS - metacognitive strategies

Advanced organizers

Selective attention
Meta-cognitive strategies
Self-monitoring

Self-evaluation

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Chart 2.4 The taxonomy of VLS - cognitive strategies

Repetition

Resourcing
Practice

Transfer

Translation
Cognitive strategies
Inferencing

Elaboration

Reading

Keyword method

Grouping

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Chart 2.5 The taxonomy of VLS - social strategies

Metacognitive strategies
Social mediation
Self-stimulation

2.4 THE MOST FREQUENTLY USED VOCABULARY
LEARNING STRATEGIES
On the other hand, a variety of studies are conducted to analyze the foremost often used
VLS. In the study by Lip (2009, p. 77) with Chinese EFL post-secondary students in Hong Kong,
it is found that the most often used and most helpful VLS are: 1) spelling the word within the
mind repeatedly; 2) analyzing the word by breaking down the sound segments; 3) remembering
words by doing a project; 4)asking classmates for the meaning of the word. In another study with
EFL learners in Taiwan, Shiwu (2005) found that the foremost common methods used by
students from different age groups and levels are using electronic dictionaries, notably bilingual
dictionaries, and estimation of the meaning of the words from context. Another study reports that
the use of a dictionary, simple use of context and repeated pronunciation of the word and its
meaning are among the foremost often used methods of postgraduate students in Indonesia in

learning new words (Subekti & Lawson, 2007). O’Malley and Chamot (1995) describe 3 main
methods used by second language learners. Those 3 categories are metacognitive methods,
cognitive methods, and social/effective methods. They found that selective attention, preparation,
self-management, repetition, note-taking, imagery, and translation are among the foremost often
used VLS whereas social/ affective methods (e.g. cooperation and questioning for clarification)
were used occasionally. Keeping with that, Hanh (2018) also determined that Vietnamese EFL
students’ VLS use to remember new words belong to three groups, including cognitive strategies,
memory strategies, and social strategies through the study the three subjects individually and tries
to ascertain the inventory of the individual vocabulary learning strategies under the framework of
J. Michael O’Malley Anna Uhl Chamot before classifying them. The author thinks that this
classification is quite affordable and adopts it throughout the paper.

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2.5 THEORETICAL FRAMEWORK
After the consulted connected from the most frequently used VLS, the author decided to
study under the framework of J. Michael O’Malley Anna Uhl Chamot with their classification.
This aim to lead to identify what are effective VLS often used by SAS EFL first-year students by
the questionnaires about the VLS. In line with 3 factors contribute general VLS, it developed into
16 factors that of the taxonomy of VLS, then classify 22 statements concerning VLS. With this
point of view, the author gives descriptions for the 22 statements to be 22 questions for easier
understanding for questionnaires guiding the approach of this paper.
Chart 2.6 Theoretical framework

Meta-cognitive strategies

Cognitive strategies

VLS

Social mediation

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Table 2.7 Descriptions of the categories of vocabulary learning strategies
Strategy Category

Strategy Item

Meta-cognitive strategies

1-6

Cognitive strategies

7-20

Social mediation

21-22

Table 2.8 Meta-cognitive strategies classifications

Meta-cognitive strategies
General VLS

Taxonomy of
strategies (S)

Specific strategies (SS)

Questions (Q)

Metacognitive
strategies

S1: Advanced
organizers

SS1: Planning a schedule

Q1: How often do
you learn vocabulary
by planning a
schedule?

S2: Selective attention

SS2: Paying more
attention to key words

Q2: How often do
you learn vocabulary
by paying more
attention to key
words?

SS3: Paying attention to
frequently appearing
words

Q3: How often do
you learn vocabulary
by Paying attention
to frequently
appearing words?

SS4: Reviewing words
regularly

Q4: How often do
you learn vocabulary
by reviewing words
regularly?

S3: Self-monitoring

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S4: Self-evaluation

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SS5: Self-checking
words regularly

Q5: How often do
you learn vocabulary
by self-checking
words regularly?

SS6: Summarizing the
errors

Q6: How often do
you learn vocabulary
by summarizing the
errors?

Table 2.9 Cognitive strategies classifications

Cognitive strategies
General VLS

Taxonomy of
strategies (S)

Specific strategies (SS)

Questions (Q)

Cognitive
strategies

S5: Repetition

SS7: Remembering
words by reading

Q7: How often do you
learn vocabulary by
remembering words by
reading?

SS 8: Remembering
words by writing
repeatedly

Q8: How often do you
learn vocabulary by
remembering words by
writing repeatedly?

SS9: Reciting word-lists Q9: How often do you
learn vocabulary by
reciting word-lists?
S6: Resourcing

SS10: Ascertain various
meanings of a word

Q10: How often do you
learn vocabulary by
ascertain various
meanings of a word?

S7: Practice

SS11: Word practice

Q11: How often do you
learn vocabulary by
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word practice?
S8: Transfer

SS12: Memorizing
collocations

Q12: How often do you
learn vocabulary by

memorizing
collocations?

SS13: Memorizing
words in context

Q13: How often do you
learn vocabulary by
memorizing words in
context?

S9: Translation

SS14: Memorizing
words with mother
tongue

Q14: How often do you
learn vocabulary by
memorizing words with
mother tongue?

S10: Inferencing

SS15: Guessing word
meaning by its
components

Q15: How often do you
learn vocabulary by

guessing word meaning
by its components?

SS16: Guessing on the
basis of syntactic
relations

Q16: How often do you
learn vocabulary by
guessing on the basis of
syntactic relations?

S11: Elaboration

SS17: Association by
means of pronunciation,
shape and meaning

Q17: How often do you
learn vocabulary by
association by means of
pronunciation, shape
and meaning?

S12: Reading

SS18: Extensive
reading after class to
enlarge vocabulary

Q18: How often do you
learn vocabulary by
extensive reading after
class to enlarge
vocabulary?

16


HCMC OPEN UNIVERSITY

School Of Advanced Study

S13: Keyword method

SS19: Remembering a
word with a keyword

Q19: How often do you
learn vocabulary by
remembering a word
with a keyword?

S14: Grouping

SS20: Remembering a
word by deduction

Q20: How often do you
learn vocabulary by

remembering a word by
deduction?

Table 2.10 Social mediation classifications

Social mediation
General VLS

Taxonomy of
strategies (S)

Specific strategies (SS)

Questions (Q)

Social mediation

S15: Cooperation

SS21: Remembering
words by cooperating
with others

Q21: How often do you
learn vocabulary by
remembering words by
cooperating with
others?

S16: Self-stimulation

SS22: Stimulating
yourself

Q22: How often do you
learn vocabulary by
stimulating yourself?

17