EFL students perceptions on Vocabulary Learning Strategies for Enhancing Reading Comprehension: A Study with Second-Year English Majors at CTU

Abstract

"This thesis presents a study that explores the perceptions of second-year English majors at Can Tho University (CTU) regarding the impact of vocabulary learning strategies on enhancing reading comprehension in an English as a Foreign Language (EFL) context. The study aimed to investigate students' perceptions of vocabulary learning strategies (VLSs) and the effectiveness of these specific vocabulary learning strategies in improving their reading comprehension skills. The study employed a mixed-methods approach, utilizing both quantitative survey data and qualitative interview data to gather comprehensive insights from the participants. The participants of the study involved 102 second-year English majors at CTU, who provided valuable responses to questions related to their current vocabulary learning practices, reading habits, and perceptions of the connection between vocabulary acquisition and reading comprehension. The findings of the study revealed a diverse range of perspectives among the participants. While some students preferred traditional vocabulary acquisition methods such as rote memorization, others highlighted the benefits of context-based learning and the use of mnemonic devices. The implications of this research have the potential to inform EFL teaching practices and contribute to the existing body of knowledge on language learning strategies and reading comprehension in the EFL context. By understanding the varied perceptions and preferences of EFL students regarding vocabulary learning strategies, educators can tailor their instructional approaches to better align with the needs and preferences of their learners. Keywords: Vocabulary learning strategies, reading comprehension, EFL student’s perceptions"