A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong

Dados Bibliográficos

ID7159115
AutoresEdsoulla Chung (0000-0001-8480-7992, autor correspondente), Daniel Fung (0000-0001-7005-5697, University of Hong Kong), Aaron Wan (0009-0008-5856-2088)
Ano2025
Volume74
Páginas101482
Data de publicação2025-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of English for Academic Purposes (JOURNAL)
Identificadores do periódicoISSN: 1475-1585 • E-ISSN: 1878-1497
EditoraElsevier BV (PUBLISHER)
DOI10.1016/j.jeap.2025.101482
OpenAlexW4406852504
IdiomaEN
Citações recebidas4
Referências citadas41

Although academic vocabulary is crucial for success in higher education, English for Academic Purposes (EAP) courses often neglect the teaching of such vocabulary, leaving students to learn it independently. It is thus important to examine how students employ vocabulary learning strategies (VLSs) to meet their academic challenges. In this mixed-methods study, we examine the VLSs of first-year undergraduates (n = 172) with varying proficiency levels studying different academic disciplines using a questionnaire and follow-up interviews. The findings show that students used a range of VLSs to different extents. Dictionary and guessing strategies were preferred by most students, while goal setting was less common, particularly among more proficient students. We also found that highly proficient students exhibited greater confidence when learning academic vocabulary incidentally. When using a dictionary, they focused on multiple aspects of word knowledge beyond definitions. However, social strategies, such as seeking help from teachers and peers, were underutilised, especially among science students. The study emphasises the need for pedagogical interventions that address students’ academic vocabulary needs, particularly through explicit instruction

English for academic purposes · Linguistics · Mathematics education · Vocabulary · Vocabulary Learning · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching