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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/2927
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dc.contributor.advisorAnchalee Chayanuvat-
dc.contributor.authorRuiqi Qiao-
dc.date.accessioned2025-10-01T03:37:05Z-
dc.date.available2025-10-01T03:37:05Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/2927-
dc.descriptionThesis (M.Edu. (Bilingual Education and English Language Teaching)) -- Rangsit University, 2023en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectEnglish language -- Study and teaching. -- Conversation and phrase booksen_US
dc.subjectVocabulary learning strategiesen_US
dc.subjectVocabulary -- Study and teachingen_US
dc.subjectEnglish language -- Study and teaching -- Chinese speakersen_US
dc.titleAn investigation into English vocabulary learning strategies of Chinese EFL learners at a secondary vocational schoolen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed to 1) identify the vocabulary learning strategies the secondary vocational school students use; and 2) identify the opinions of the secondary vocational school students on their useful strategies to learn vocabulary. A mixed methods approach was adopted to collect both quantitative and qualitative data through the use of the 49-item questionnaire and semistructured interviews. A secondary vocational school in Gansu province, China, was purposively selected as a case study. 69 students out of the population of 105 in this school were the questionnaire respondents, while three students in each proficiency level from low to intermediate and high, totaling nine, selected from a standardized vocabulary size level test, were invited to the interviews. The questionnaire data analysis indicated that students utilized vocabulary learning determination strategies most (x̅ =4.808/SD=0.304), followed by metacognitive strategies (x̅ =4.343/SD=0.578), cognitive strategies (x̅ =3.838/SD=0.678), memory strategies (x̅ =3.314/SD=0.698) and social strategies (x̅ =2.955/SD=0.694) respectively. The analysis of the semi-structured interview data revealed that the students' vocabulary proficiency level affected their choice of learning strategies. Students with low English proficiency preferred dictation, revision and mobile applications. The intermediate students focused on patience and persistence. The high-level students emphasized more on reading and listening, variety of learning, and daily learning with a strong belief that interest, enthusiasm, trial and acceptance of mistakes which were essential for their vocabulary learning. Thus, it is important that English teachers are aware that students with different proficiency levels use different vocabulary learning strategies.en_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineBilingual Education and English Language Teachingen_US
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