Vocabulary learning strategies in early-stage foreign language learners at university level: Insights from Vietnamese learners in Brunei.

Authors

  • Shen Min Language Centre, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam.
  • Omar Colombo Language Centre, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam.
  • Tran Trong Nghia Language Centre, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam.
  • Piermauro Catarinella Universiti Teknologi MARA, 40450 Shah Alam Selangor, Malaysia.

DOI:

https://doi.org/10.24200/jonus.vol10iss2pp323-341

Abstract

Background and Purpose: Vocabulary knowledge is foundational to foreign language learning, yet most research on vocabulary learning strategies (VLS) has focused on widely taught languages such as English. Less commonly taught languages (LCTLs), like Vietnamese, present additional linguistic challenges—such as tone systems and unfamiliar morphology—that complicate vocabulary acquisition and require more context-sensitive learning strategies. This study addresses this gap by investigating the VLS employed by early-stage university learners of Vietnamese in Brunei’s multilingual environment.

Methodology: This quantitative study surveyed 120 Bruneian undergraduates learning Vietnamese, selected for their beginner status. Data were collected via an adapted VLS  Questionnaire and analysed using SPSS for descriptive and inferential patterns across Schmitt’s (1997) six VLS categories.

Findings: Results indicate a strong reliance on cognitive and social strategies, while memory and metacognitive strategies were underused despite their potential benefits. Notable mismatches between usage and perceived effectiveness suggest the need for pedagogical realignment. Importantly, the findings support the broader applicability of Schmitt’s taxonomy beyond English learning contexts, demonstrating its relevance for LCTL instruction when appropriately adapted.

Contributions: By contextualising VLS use in a Southeast Asian setting and focusing on an underrepresented language, this study offers practical implications for LCTL instruction and contributes to a more inclusive understanding of vocabulary strategy research.

Keywords: Vocabulary learning strategies, less commonly taught languages, Vietnamese learner, Schmitt’s taxonomy, multilingual learners.

Author Biographies

  • Shen Min, Language Centre, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam.

    Dr Min Shen is a scholar in language education and communication studies. Her expertise spans second language acquisition, multilingual pedagogy, and curriculum design. She also serves as editor and reviewer for leading international journals, contributing to both theoretical and applied research in the field.

  • Omar Colombo, Language Centre, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam.

    Dr. Omar Colombo holds a PhD in Linguistics and Didactics of Foreign Languages, with over 20 years of experience teaching Italian, French, translation, linguistics, and language didactics. He has worked in France, the UAE, and Malaysia, and is currently Assistant Professor of French at Universiti Brunei Darussalam (UBD). His research focuses on foreign languages, comparative linguistics, and technology-enhanced learning.

  • Tran Trong Nghia, Language Centre, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei Darussalam.

    Dr. Nghia Tran Trong is a linguist and literature specialist with over 20 years of experience in teaching, research, and Vietnamese textbook development. He has held academic positions at VNU-HCM, BUFS (South Korea), and currently lectures at UBD. His work focuses on interactive communicative approaches and bridging classroom language with real-life communication.

  • Piermauro Catarinella, Universiti Teknologi MARA, 40450 Shah Alam Selangor, Malaysia.

    Dr. Piermauro Catarinella, was born in Rome, Italy, on June 6, 1964, and got his Ph.D. in 1991 at the University of Rome “La Sapienza”. Since 2001, he has been a lecturer in the Italian language at the Academy of Language Studies, University Teknologi Mara, Shah Alam campus, Malaysia. He wrote many articles for “Giurisprudenza di Merito” (a well-known law review in Italy) and also for “The Journal of Language Studies,” published by the University Teknologi Mara.

References

Aboghunaim, N. M. (2019). The effect of monolingual and bilingual dictionary on the foreign language learners' acquisition. International Journal of Applied Linguistics and Translation, 5(4), 55–57.

Al-Omairi, M. (2020). The use of vocabulary learning strategies by EFL and EAP undergraduate university learners in the Iraqi context. Arab World English Journal: Special Issue on the English Language in Iraqi Context, 10(1), 111–120.

Anderson, N. J. (2002). The role of metacognition in second/foreign language teaching and learning. ERIC Digest. https://www.govinfo.gov/content/pkg/ERIC-ED463659/pdf/ERIC-ED463659.pdf

Besthia, W. (2018). A survey on vocabulary learning strategies: A case of Indonesian EFL university students. IOSR Journal of Research & Method in Education, 8(5), 29–33.

Chew, F. P., Min, S., & Yap, T. T. (2023). Factors influencing the Mandarin teachers’ intercultural teaching beliefs and practices. Kasetsart Journal of Social Sciences, 44(2), 455–464.

Chua, N. A., Soon, G. Y., Ibrahim, M. Y., Noh, C. H. C., Mansor, N. R., Zaid, C. M., ... & Shen, M. (2021). Virtual differentiated instruction and its implementation in Mandarin teaching: A review. Journal of Nusantara Studies, 6(2), 231–249.

Chua, N. A., Goh, Y. S., Ibrahim, M. Y., Che Noh, C. H., Mansor, N. R., Embong Eusoff, A. M., Abdul Rashid, R., & Shen, M. (2022). The Mandarin oral mastery programme as perceived by non-native learners. Journal of Nusantara Studies, 7(1), 1–23.

Cohen, A. D., Oxford, R. L., & Chi, J. C. (2002). Learning style survey: Assessing your own learning styles. Center for Advanced Research on Language Acquisition, University of Minnesota.

Colombo, O., Shen, M., & Catarinella, P. (2025). From discovery to mastery: Malaysian students’ approach to Italian vocabulary learning strategies. International Journal of Academic Research in Progressive Education and Development, 14(2), 137–151.

Gass, S. M. (2003). Input, interaction, and the second language learner. Lawrence Erlbaum Associates.

Gökhan, K. C., & Dikilitaş, K. (2020). Vocabulary learning strategies of Italian-Turkish bilingual students: Impact of simultaneous and sequential acquisition. Sustainable Multilingualism, 17(1), 41–70.

Gu, Y. (2018). Learning strategies: Theoretical perspectives and practical applications. Shanghai Foreign Language Education Press.

Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643–679.

Harris, V. (2003). Adapting classroom-based strategy instruction to a distance learning context. Teaching English as a Second Language Electronic Journal, 7(2), 1–19.

Hayati, M., & Fattahzadeh, A. (2006). The effect of monolingual and bilingual dictionaries on vocabulary recall and retention of EFL learners. The Reading Matrix, 6(2), 125–134.

Kukulska-Hulme, A. (2012). Mobile-assisted language learning. Cambridge University Press.

Laffey, D. (2020). Vocabulary learning strategies preferred by Korean university students. English Teaching, 75(4), 81–100.

Lam, K. C., & Kuan, W. L. (2019). Vocabulary learning strategies: The case of Mandarin learners in Sarawak. Human Behavior, Development and Society, 20(3), 62–72.

Liu, F., & Rao, Z. (2023). The effects of cultural and educational background on students’ use of language learning strategies in CFL learning. Applied Linguistics Review, 14(1), 1–25.

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

Nakata, T. (2011). Rethinking the roles of repetition in input enhancement and vocabulary learning. Applied Linguistics Review, 2(1), 205–226.

Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge University Press.

Nguyen, L. T. C., & Nation, P. (2011). A bilingual vocabulary size test of English for Vietnamese learners. RELC Journal, 42(1), 86–99.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House Publishers.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 199–227). Cambridge University Press.

Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge University Press.

Shen, M., Chew, F. P., Yap, T. T., & Fan, H. (2022). Chinese ESL instructors’ beliefs and practices of intercultural education in a ubiquitous environment. In F. P. Chew & Y. Zhang (Eds.), Intercultural communication and ubiquitous learning in multimodal English language education (pp. 68–88). IGI Global.

Ta’amneh, M. A. (2021). An analysis of various vocabulary learning strategies used by EFL university students. Journal of Applied Linguistics and Language Research, 8(3), 77–88.

Vo, T., & Jaturapitakkul, N. (2016). The use of vocabulary learning strategies by Thai EFL learners studying Vietnamese as a third language. LEARN Journal: Language Education and Acquisition Research Network, 9(2), 105–121.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Yee, C. P., Mat Saad, N. S., Baharun, H., Ibrahim, M., & Chua, N. A. (2021). Mandarin vocabulary learning strategies among Islamic Science University of Malaysia (USIM) Mandarin learners. Asian Journal of Research in Education and Social Sciences, 3(3), 163–176.

Zhang, S., Xu, H., & Zhang, X. (2021). The effects of dictionary use on second language vocabulary acquisition: A meta-analysis. International Journal of Lexicography, 34(1), 1–38.

Zhang, W., & Li, C. (2011). A survey of English vocabulary learning strategies. Journal of Language Teaching and Research, 2(3), 682–687.

Zhang, Y., & Lu, X. (2015). Investigating vocabulary learning strategies of EFL learners in Chinese universities. Modern Language Journal, 99(4), 740-753.

Downloads

Published

2025-07-31

How to Cite

Vocabulary learning strategies in early-stage foreign language learners at university level: Insights from Vietnamese learners in Brunei. (2025). Journal of Nusantara Studies (JONUS), 10(2), 323-341. https://doi.org/10.24200/jonus.vol10iss2pp323-341