EVALUATING THE EFFECTIVENESS OF VOCABULARY LEARNING STRATEGIES BASED ON THE SUBJECTIVE PERCEPTIONS OF NON-ENGLISH-MAJOR STUDENTS

Abstract

Vocabulary plays a key role in learning a foreign language, but non-English-major students often have many difficulties in absorbing and remembering new words. This study aims to evaluate the applicability and perceived effectiveness of Vocabulary Learning Strategies (VLS) in non-English-major students at the University of Economics Ho Chi Minh City. Based on Schmitt's VLS scale (1997), the study surveyed 142 students through a 5-level Likert questionnaire, including five strategic groups: Determination, Social, Memory, Cognitive and Metacognitive. Data was processed using ANOVA measurements, Friedman testing, and Post Hoc analysis to compare differences between groups. The results show that Determination and Social are the two groups of strategies that are used frequently and have the highest perceived effectiveness; Memory and Cognitive are moderate, while Metacognitive is less applied and has the lowest perceived effectiveness. These findings not only provide practical evidence of the vocabulary learning habits of non-English-major students but also suggest that lecturers and professional researchers should design support programs that encourage students to increase their use of metacognitive strategies to improve self-regulation and optimise learning practices.