Vocabulary Learning Strategy and Vietnamese University Students' Learning Experience in English as Medium of Instruction Classrooms

Autor/in	Hanh, Le Thi Tuyet
Titel	Vocabulary Learning Strategy and Vietnamese University Students' Learning Experience in English as Medium of Instruction Classrooms
Quelle	In: International Journal of Instruction, 14 (2021) 3, S.117-132 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Vocabulary Development; Language of Instruction; Teaching Methods; Learning Processes; Instructional Improvement; Foreign Countries; Correlation; Learning Experience; Student Attitudes; Diaries; Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Undergraduate Students; Novices; Expertise; Language Proficiency; Comparative Analysis; Vietnam + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unterrichtsqualität; Ausland; Korrelation; Lernerfahrung; Schülerverhalten; Diary; Tagebuch; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Expert appraisal; Language skill; Language skills; Sprachkompetenz
Abstract	This study aimed to examine the relationship between Vietnamese university students' learning experience and their vocabulary learning strategy use frequency and perceived usefulness in English as medium of instruction (EMI) classes. The research involved 152 expert EMI students and 183 novice EMI students. A methodological triangulation was used to collect the data, included Schmitt's (1997) VLS questionnaire, students' diaries and focus group interviews. A significant difference was found between novice and expert EMI students in their VLS use frequency, but no significant distinction was found between these two groups of EMI students in their VLS perceived usefulness. More specifically, the results indicated that novice EMI students used VLS more frequently than their seniors, but the expert EMI students perceived VLS usefulness as much as their juniors. Based on the findings, some pedagogical implications are put forwards in order to improve the teaching and learning of vocabulary for EMI students in Vietnam. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01