An exploratory research project into students’ Ielts vocabulary learning strategies at a VietNam high school = Nghiên cứu khám phá về chiến lược học từ vựng IELTS tại một trường trung học phổ thông ở Việt Nam

Abstract

Vocabulary has always been regarded as a crucial but hard-to-deal aspect when it comes to English learning. In IELTS, vocabulary is one of the important criteria to assess students’ proficiency using English fluently and accurately in context. Understanding the challenge of learning vocabulary, this study aims to investigate the learning strategies for IELTS vocabulary of grade-ten students at an intermediate level in an English specialized high school. The study attempts to utilize the exploratory methodology with data collected from a student survey, as well as teacher and student semi-structured interviews (along with mix instruments). One hundred and eight students participated in this survey, along with two teachers teaching all IELTS classes. The findings have identified the influential factors of learning strategies’ choices including knowledge, motivation, confidence, topics’ variety. Learning strategies that students chose were listing motivation, confidence, knowledge, and anxiety mentioned.