AN INVESTIGATION INTO THE VOCABULARY LEARNING STRATEGIES OF UNIVERSITY STUDENTS: A CASE STUDY OF THE FACULTY OF CHINESE LINGUISTICS, UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES, VIETNAM HANOI NATIONAL UNIVERSITY

Abstract

Vocabulary learning strategies directly influence the effectiveness of second language vocabulary acquisition. This empirical study collected data from 132 Vietnamese university students using a Chinese vocabulary learning strategy questionnaire and vocabulary test. The finding reveals that: (1) Vietnamese learners demonstrated a descending order of strategy use as follows: cognitive strategies > memory strategies > socio-affective strategies > metacognitive strategies > resource management strategies; (2) noticeable differences existed across academic years, with second-year students showing a stronger preference for metacognitive and memory-based strategies; and (3) a significant positive correlation was found between strategy use and vocabulary test performance across academic years. Notably, cognitive, memory, and socio-affective strategies showed particularly beneficial effects on both vocabulary breadth and depth. Finally, the study offers targeted suggestions for learners and educators.