Investigating English Vocabulary Learning Challenges among Chinese EFL Students
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In the EFL context, most Chinese learners are frustrated with vocabulary learning, but few studies focus on first-year English majors from different ethnic groups. This study investigated their vocabulary learning challenges, including vocabulary learning beliefs (VLB) and vocabulary learning strategies (VLS), vocabulary size, vocabulary depth, vocabulary learning difficulties and needs. A mixed research method was used. The quantitative data measured students’ VLB, VLS, and vocabulary knowledge from size and depth and qualitative method explored students’ ideas of their vocabulary learning difficulties and needs. Data were collected from 45 students by systematic random sampling. The research instruments included an adapted VLS Questionnaire, Vocabulary Levels Test (version 2), Word Part Levels Test (Easy Level) and a semi-structured interview. The qualitative data was analysed by using Hyper Research 4.5.4 and the quantitative data was analysed by using SPSS 26. The results revealed that: 1) in VLB, students strongly believed in memorizing vocabulary rather than learning through interaction, mother-tongue, or vocabulary apps. 2) in VLS, social strategies were rarely used, while dictionary strategies and contextual guessing were frequently used; visual and semantic encoding were mostly neglected. 3) in vocabulary size, students knew 80.73% of the 2,000-word level, 60.53% of the 3,000-word level, and 22.6% of the 5,000-word level, falling short of curriculum standards. 4) in vocabulary depth, there was a need for further improvement in their comprehension of affix forms and meaning compared with their understanding of affix categories. 5) Top key difficulties included forgetfulness, trouble with long spellings, and poor pronunciation. Students most need instruction on prefixes, suffixes, memorization methods, word formation, and usage. The results indicated important implications for enhancing vocabulary teaching and learning.
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