A study on Vocabulary Learning Strategies adopted by high- scoring IELTS candidates at some English centers in Hanoi = Nghiên cứu về chiến lược học từ vựng của các thí sinh đạt điểm cao trong kỳ thi IELTS ở một số trung tâm tiếng Anh trên địa bàn Hà Nội
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📑 Trích dẫn đầy đủ (citation)
APA-like:
Lăng, Thu Phương (2024). A study on Vocabulary Learning Strategies adopted by high- scoring IELTS candidates at some English centers in Hanoi = Nghiên cứu về chiến lược học từ vựng của các thí sinh đạt điểm cao trong kỳ thi IELTS ở một số trung tâm tiếng Anh trên địa bàn Hà Nội. Thesis, ĐHQG Hà Nội. http://repository.vnu.edu.vn/handle/VNU_123/169323
Việt Nam (chuẩn TCVN 5453:1991):
Lăng, Thu Phương. A study on Vocabulary Learning Strategies adopted by high- scoring IELTS candidates at some English centers in Hanoi = Nghiên cứu về chiến lược học từ vựng của các thí sinh đạt điểm cao trong kỳ thi IELTS ở một số trung tâm tiếng Anh trên địa bàn Hà Nội. Thesis, 2024. ĐHQG Hà Nội. Truy cập từ http://repository.vnu.edu.vn/handle/VNU_123/169323.
Tóm tắt
This thesis conducts a thorough investigation into vocabulary learning strategies, focusing on 50 successful IELTS candidates in Hanoi, aged 21 to 22. Employing a mixed-methods approach, the study combines surveys and interviews to comprehensively explore the application of vocabulary learning strategies by these proficient candidates. The survey questions cover determination, social, memory, cognitive, and metacognitive strategies, providing valuable insights into the preferences of successful language learners. Notably, metacognitive strategies, particularly the prevalent use of English language media, emerge as the cornerstone of effective language learning, while participants' determination strategies showcase proactive engagement, utilizing context and English-English dictionaries for independent interpretation. Additionally, memory strategies emphasize auditory and phonetic memory, aligning with existing studies on repetition and oral engagement. Simultaneously, the cognitive dimension underscores structured approaches, featuring note-taking and organized vocabulary lists. Moreover, social strategies highlight peer collaboration, reflecting a contemporary shift in language learning practices. Survey responses and interviews enrich the narrative, emphasizing English language media and reading as prominent strategies. Interestingly, technology-based learning, encompassing various tools such as games, vocabulary apps, and online platforms, exemplifies a dynamic and multifaceted approach to language acquisition and skill development. Less commonly employed strategies, such as teaching, shadowing, and exploring word origin, contribute nuanced insights, emphasizing the personalized nature of learners' journeys. This comprehensive study contributes to language learning strategy research, advocating for personalized, enjoyable, and adaptable approaches, and providing valuable insights for educators, curriculum designers, and learners.