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HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE

FACULTY OF FOREIGN LANGUAGES
----- 🙦 🙤 -----

KEY FACTORS IMPACTING STUDENTS’

ACQUISITION OF VOCABULARY

Student’s name(s): NGUYỄN THỊ DIỄM TIÊN

Supervisor’s name: PHẠM NGỌC SƠN

Ho Chi Minh City, 2023

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 HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE

FACULTY OF FOREIGN LANGUAGES

----- 🙦 🙤 -----

KEY FACTORS IMPACTING STUDENTS’

ACQUISITION OF VOCABULARY
by

NGUYỄN THỊ DIỄM TIÊN

Student ID: 2029202201

This graduation paper is submitted in partial fulfillment of the requirements for

the degree of Bachelor of Arts in English at Ho Chi Minh City University of
Industry And Trade

Supervisor: PHẠM NGỌC SƠN

Ho Chi Minh City, 2023

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Contents
LIST OF TABLES.......................................................................................................iv
LIST OF FIGURES......................................................................................................v
ACKNOWLEDGEMENT..........................................................................................vi
CHAPTER 1. INTRODUCTION...................................................................................1
1.1. Introduction.......................................................................................................1
1.2. Statement of the Problem..................................................................................2
1.3. Significance of the Study..................................................................................2
1.4. Purpose of the Study.........................................................................................3
1.5. Research Questions...........................................................................................3
1.6 Definition of the Keywords...............................................................................3
1.7 Limitation and Delimitation..............................................................................4
CHAPTER 2. LITERATURE REVIEW....................................................................5

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LIST OF TABLES

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LIST OF FIGURES

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 ACKNOWLEDGEMENT

I would like to acknowledge and give my warmest thanks to my supervisor,

Pham Ngoc Son (Mr.), who made this work possible. His guidance and advice carried
me through all the stages of writing my project. I would also like to thank my
committee members for letting my defense be an enjoyable moment, and for your
brilliant comments and suggestions.
I would also like to give special thanks to my family as a whole for their
continuous support and understanding when undertaking my research and writing my
project. Your prayer for me was what sustained me this far.
Finally, I would like to thank God, for letting me through all the difficulties. I
have experienced your guidance day by day. You are the one who let me finish my
degree. I will keep on trusting you for my future.

Student’s name
NGUYỄN THỊ DIỄM TIÊN

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 CHAPTER 1. INTRODUCTION

1.1. Introduction
For foreign language learners, the role of vocabulary is important because it
directly affects the acquisition and use of English. Vocabulary serves as a fundamental
foundation that profoundly influences the development of reading, listening, writing
and speaking skills. In our contemporary globalized society, achieving proficiency in
English vocabulary is of paramount importance. The lack of a solid vocabulary can be
a formidable obstacle, hindering a student's progress and acquisition of knowledge.
Moreover, possessing a rich vocabulary helps students communicate more easily,
allowing accurate expression of thoughts and feelings, especially in written and
spoken expression.

In this age of wide connectivity, acquiring a rich vocabulary is a powerful tool,

enabling students to interact, explore and engage with global cultures and fields of
study. techniques, thereby motivating them to achieve their ambitions. However,
embarking on the journey of vocabulary mastery is a multifaceted and complex
process, influenced by a multitude of factors that complicate vocabulary acquisition
and memorization. While the field of second language acquisition, specifically
English, has yielded a great deal of research, the specific challenges associated with
acquiring English vocabulary remain a dilemma and are areas that need more
attention.

In the midst of the diversity of modern learning environments, technological

advancements and growing teaching methods, it is now important to understand the
complexity and influence of these factors on students' vocabulary acquisition. students
become urgent and important. This study attempts to elucidate the central factors
affecting students' vocabulary acquisition along with their respective effects. At the
same time, research seeks to assist students in mitigating their challenges and offering
appropriate strategies for effective vocabulary learning. Thereby, this will facilitate
students in achieving vocabulary fluency, thus making it easier for students to pursue,
approach and achieve the goal of improving English vocabulary.

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1.2. Statement of the Problem
Vocabulary acquisition is a key component of language learning which has a
significant impact on a student's language competency and overall success in the
language learning process. This topic includes both theoretical investigation and
practical application, with an emphasis on the identification and comprehension of
critical factors that impact and form the system of language acquisition among
students. Understanding these factors in depth is critical for educators, curriculum
designers, and learners alike, allowing them to develop and implement suitable,
effective learning vocabulary tactics. This endeavor enables students to navigate and
avoid challenging circumstances that arise throughout the vocabulary learning
procedure, boosting their linguistic flair.

Despite significant research being conducted on language acquisition and learning, a

comprehensive exploration of the key factors that significantly influence student
vocabulary acquisition is lacking. Previous studies have often investigated broader
aspects of language learning, but less have delved into the key factors and their effects
that specifically contribute to vocabulary acquisition. As such, there is a glaring gap in
the literature regarding the detailed understanding and study of the factors that
influence students' acquisition and development of vocabulary.

Several existing studies highlight the existence of the aforementioned gap. For
instance, Oxford (1990) claims that vocabulary "is the most significant and
unmanageable component in learning any language" and Nation (2008) says that
vocabulary is central to language. However, factors affecting vocabulary learning is
very complicated, including individual and contextual factors. Previous studies have
not deeply investigate how these factors impact to vocabulary acquisition. These
instances collectively suggest that the scholarly community has acknowledged the gap
in understanding the intricate factors influencing students' vocabulary acquisition.

To address this gap, this study conducts an in-depth investigation and analysis of
various factors that directly and indirectly affect students' vocabulary acquisition.
Using a mixed approach that combines quantitative data analysis and qualitative
insights, this study aims to address the issue by offering a comprehensive exploration

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of distinct challenges.The impact of these factors and finding appropriate and effective
vocabulary acquisition strategies for learners in general and students in particular
based on the modern development of today's learning environment. In that way, this
research aims to bridge the theoretical and practical aspects of vocabulary acquisition,
providing students with the most accurate insights into the direct and indirect effects
of these factors. This is the key factor to be able to take action to avoid difficulties
while learning vocabulary and promote the application of appropriate language
learning methods.

1.3. Significance of the Study

Vocabulary acquisition is an essential fundamental and fundamental aspect of

students' language learning and is pivotal to overall academic success. Understanding
and addressing the key factors that influence students' vocabulary acquisition is
critical for educators, researchers, and students themselves. This research is meant to
contribute to elucidating these factors as well as their effects, thereby contributing to
the advancement of the field of education and helping students acquire languages
more effectively.

This study is meant to learn about the influence of different factors on the process of
acquiring vocabulary and the development of foreign language ability in university
students. The findings of the study is to contribute to the field of education and
improve the efficiency of language acquisition for students with the help of a
profound analysis of the factors. Based on those findings, educators can modify their
teaching methods and curriculum design to be more relevant and effective to help
students improve their vocabulary and achieve results. learn foreign languages better.
Furthermore, through an in-depth study of these factors, students will gain accurate
information about their positive and negative impacts, thereby being able to choose
and apply methods.In addition, this study will shed light on the issues of factors
affecting students' vocabulary acquisition that previous studies have not yet addressed.
By digging into these gaps and conducting a comprehensive investigation, this study
aims to close the existing knowledge gap. The identified vulnerabilities themselves

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serve as the rationale for the importance of this study, as they emphasize the need for
a thorough exploration of the topic.

1.4. Purpose of the Study

The main aim of this study is to explore and analyze various factors that have a
significant impact on students' vocabulary acquisition. Through this investigation, the
study deepens its understanding of how various factors, such as teaching methods,
objective and subjective factors, affect students' vocabulary development. The study
intends to identify effective and appropriate learning methods for students to acquire
vocabulary and to examine how this acquisition relates to overall language
proficiency.

1.5. Research Questions

Based on the aims discussed above, there are two research questions in this study:

1.What are the factors that affect students’ vocabulary acquisition?

2..How can English learners learn vocabulary effectively?

1.6. Definition of the Keywords

Motivation

Motivation stands as a crucial element within the realm of second language

acquisition. In this study, motivation can be understood as factors that determine a
person’s desire to do something (Richards, 1985).

Vocabulary Learning strategies (VLSs)

One of the fundamental aspects of acquiring a new language, particularly when it

comes to mastering vocabulary, involves the act of committing vocabulary words to
memory, or to put it more precisely, retaining lexical knowledge within your mind.
The act of memorizing vocabulary stands as a pivotal factor in achieving proficiency
in a foreign language. Cameron (2001) defines VLSs as“the actions that help learners
to understand and remember vocabulary items”. Hamzah, Kafipour and Abdullah
(2009) used three different angles to analyze VLS. First, it can be any conduct the
learners take to prop the literacy process of new vocabulary. Second, these conducts

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must be suitable to ameliorate the effectiveness of vocabulary literacy. Third, VLSs
are conscious conduct taken by the learner in order to study new words.

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Vocabulary

Vocabulary can be defined in various ways. Commonly, vocabulary can be defined as

words we must know to communicate effectively. Hath and Brown (1995) defined
that vocabulary is knowledge of words and words meanings. According to the
definition provided by Hatch and Brown (1995), vocabulary can be described as a
compilation of words that an individual speaker has the ability to use.

1.7. Limitation and Delimitation

1.7.1. Limitation
There are some limitations in this study.
-The first limitation comes to the English Language Proficiency of the
Research Scholars was not taken intoconsideration when the study was conducted.
- The second one would be participants’ gender and age factor were not
considered in the investigation
- Last but not least, this study also lacks of Language of Instruction: The study
will be delimited to students who are primarily instructed in English. This is due to the
researcher's proficiency in English and the need for accurate data interpretation.
However, it's acknowledged that students in bilingual or multilingual settings might
have different vocabulary acquisition experiences.

1.7.2 Delimitation
In order to overcome limitations in this study, the following researches should:

- Conduct a language assessment for research scholars to determine their

English language proficiency levels. This assessment can be used as a factor
for stratification in data analysis.

- Expand the participant recruitment criteria to ensure representation across

different genders and age groups. This will help in obtaining a more
comprehensive understanding of the research topic. If the research scope
allows, conduct separate analyses for different gender and age groups to
explore potential differences in findings and implications.

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- Explore the possibility of utilizing translation and validation procedures to
adapt study materials for participants who are instructed in languages other
than English, while maintaining the integrity of the study design.

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 CHAPTER 2. LITERATURE REVIEW
1. Overview of learning vocabulary

1.1. Definition of vocabulary

Acquiring a new language necessitates an understanding of its vocabulary. This
implies that individuals must familiarize themselves with the words and terms of
the language they are learning. There are many definitions of vocabulary according
to experts.Vocabulary can be described and explained in many ways, giving
different perspectives on its importance. According to the definition provided by
Hatch and Brown (1995), vocabulary can be described as a compilation of words
that an individual speaker has the ability to use. According to Nation (2008, p.66),
vocabulary plays a crucial role in language. This implies that vocabulary is the
fundamental component of language. Additionally, vocabulary refers to one's
understanding of words and their meanings in a particular language. According to
Hath and Brown (1995), vocabulary encompasses the understanding of words and
their meanings. Words exist in both written and spoken forms, with print
vocabulary being used in reading and writing, and oral vocabulary consisting of
words we recognize and use in listening and speaking. Word knowledge can be
categorized into two forms: receptive and productive. Receptive vocabulary refers
to words we recognize when we hear or see them, while productive vocabulary
refers to the words we use when speaking or writing (Hath and Brown, 1995).

1.2. Kinds of vocabulary:

Vocabulary can be categorized into two types known as Active vocabulary and
Passive vocabulary.
Active Vocabulary: Active vocabulary comprises words that students understand
and can use in both speech and writing. It includes words that are commonly used
in daily life and are familiar to individuals. Hiebert and Kamil (2005) describe
active vocabulary as words that are frequently used, well-known, and familiar. It is
also referred to as productive vocabulary or working vocabulary. However, not all
words heard during a lesson become part of the active vocabulary (Hiebert and
Kamil, 2005).

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Passive Vocabulary: passive vocabulary refers to words that learners understand
but are unable to use. It encompasses all the words that students comprehend when
reading, listening, and speaking. It may consist of unfamiliar words, which can be
understood based on contextual clues (Jhon and Acres, 2013). Passive vocabulary
often includes words that are encountered less frequently and may be considered
low-frequency words in a language as a whole. Jhon and Acres (2013) suggest that
one way to expand vocabulary is by transferring words from passive to active
vocabulary.

1.3. Importance of vocabulary

In all languages, having a strong vocabulary holds immense importance in
conveying ideas, expressing desires and emotions, as well as engaging in effective
communication with others. Vocabulary is central to language acquisition and
encompasses the knowledge of words and their meanings.The main cause of
communication challenges and affecting language acquisition is always a lack of
vocabulary. Furthermore, Lewis (1993) asserts that the core and essence of a
language is made up of vocabulary. Especially as students move towards their goal
of becoming fluent and proficient in English at a higher level, acquiring a broader
range of effective vocabulary and cultivating personalized vocabulary learning
strategies of paramount importance. Therefore, the importance of vocabulary
acquisition in learning English is undeniable, as learners without a solid
vocabulary will have difficulty understanding others and speaking their own
minds. Surname. In summary, English vocabulary acts as a catalyst to help
learners not only understand but also interact effectively with others (Tozcu and
Coady, 2004). It consists of both print vocabulary (used in reading and writing)
and oral vocabulary (used in listening and speaking). Understanding the factors
that impact students' acquisition of vocabulary is crucial for educators to design
effective instructional strategies. Individual differences, instructional approaches,
and contextual influences all play a significant role in shaping students' vocabulary
development. Further research is needed to explore the effects of these factors
more deeply in order to facilitate effective vocabulary instruction and improve
students' vocabulary acquisition during language learning.

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 2. Motivation

As Oxford (1990) indicated, factors affecting language learning are very complicated,
including motivation, attitudes, language anxiety, self-confidence, language aptitude,
family size, and personality variables. Motivation is one of the most important factors
which affect scholars ’ language literacy achievement. According to Gardner and
Smythe( 1981), integrativeness, stations toward the literacy situations, and
provocation are separate but identified constructs, and provocation has direct effect on
alternate language achievement. It is clear that those who have a passion for learning
vocabulary are likely to achieve better results than those who have no interest in
learning. Patsy Lightbown at.al (2000) distinguish two types of motivation:

a) Integrative motivation: involves a learner engaging with a language due to their

fascination with the people and culture associated with the language. They may also
seek to communicate with individuals from another culture who speak that language.

b) Instrumental motivation: pertains to a learner's practical and utilitarian reasons for

acquiring a second language. This could include needing the language to secure a
more desirable job, excel in tests, access foreign newspapers, and other functional
purposes.

Learners can be influenced by both types of motivation, namely intrinsic motivation

and integrative motivation, according to research . While intrinsic motivation refers to
the inherent tendency to seek out challenges and learn, integrative motivation involves
the desire to identify with the foreign language culture. Although both types of
motivation can have an impact, there are instances where one may be more effective
than the other. It is crucial to recognize the differential predictive validity of intrinsic
and integrative motivations on students' use of learning strategies in foreign language
learning .Integrative motivation is significant when learning a second language as a
"foreign language," whereas instrumental motivation becomes more crucial when the
second language serves as a "second language."

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In summary, studies have shown that maintaining motivation in learning vocabulary in
particular and in language acquisition in particular is a very important factor
determining the success in language learning of students. person.

3. Attitude

Attitude, as explained by Ellis (1985), encompasses a collection of beliefs

held by individuals about various factors, including the culture associated
with the target language, their own culture, and, in the context of classroom
learning, their teachers and the learning tasks they are assigned. Language
attitudes, a subset of attitudes, pertain to how speakers of different
languages perceive other languages, as well as their own. Expressing
positive or negative sentiments toward a language can indicate one's
perception of its linguistic complexity, ease or difficulty of learning, its
significance, and its social status, among other factors (Richards, 1985).

Gardner and Lambert conducted research into various attitudes, which Stern
(1983) categorized into three main types:

1. Attitudes directed towards the community and individuals who speak the
second language (L2).

2. Attitudes related to the act of learning and the specific language being
studied.

3. Attitudes regarding languages and the process of language learning in a

broader sense.

The attitudes and personality traits of language learners can have either a
beneficial or detrimental impact on their language acquisition. Additionally, their
feelings about learning a specific language in a particular course with a specific
teacher play a crucial role. Evidently, learners with positive attitudes tend to learn
more effectively, and conversely, those who excel in learning develop positive
attitudes over time.

4. Relevant Research

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 4.1 Literature on Vocabulary Teaching Methods
The domain of vocabulary acquisition has been a subject of extensive research,
particularly with regard to the various methods employed for teaching vocabulary and
their consequences for students' vocabulary learning. These studies have frequently
undertaken a comparative analysis, pitting traditional vocabulary teaching methods
against more interactive approaches, such as the acquisition of vocabulary through
authentic communication and contextual learning.
One notable study conducted by Schmitt in 2010 stands out as a pivotal
investigation in this field. Schmitt's research delved into the nuances of how different
instructional approaches influence vocabulary acquisition. The study uncovered that
the utilization of interactive methods and the integration of vocabulary within real-life
contexts tend to yield significantly more effective vocabulary acquisition outcomes
among students.
Interactive methods involve engagement in dialogues, role-play, storytelling,
and various other communicative exercises to familiarize students with vocabulary in
a meaningful and contextual manner. This approach deviates from conventional rote
memorization, providing a more holistic and immersive experience for learners.
Schmitt's findings resonate with the notion that vocabulary acquisition is not
solely about memorizing words and their meanings but about grasping how these
words fit into real-world scenarios. Contextual learning provides a deep-seated
understanding of vocabulary, making it more readily accessible for practical use in
speaking, writing, and comprehension.
The comparative element of this research, pitting traditional methodologies
against interactive approaches, underscores the dynamic nature of vocabulary
acquisition. As we delve into this research domain, we aim to build on Schmitt's
pioneering work and explore the multifaceted landscape of vocabulary teaching
methods, further elucidating the advantages of interactive approaches and their role in
fostering effective vocabulary acquisition among students.
4.2 Exploration of Psychological and Emotional Factors in Vocabulary
Acquisition
A multitude of studies have delved into the intricate influence of psychological

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and emotional factors on vocabulary acquisition. Notably, Pritchard's work in 2015
provided a comprehensive analysis of how self-confidence and personal motivation
impact vocabulary learning. These studies go beyond mere cognitive aspects and
extend into the realm of the learners' emotions and moods, acknowledging that these
emotional facets can significantly sway their vocabulary acquisition capabilities.
The interplay between cognitive and emotional factors in vocabulary learning
is a dynamic and complex area of investigation. As students' emotions can greatly
impact their learning experience, understanding the correlation between these
psychological variables and vocabulary acquisition abilities is essential. In this
context, the present research seeks to build upon and synthesize the findings from
these studies to attain a deeper and more nuanced comprehension of the relationship
between psychological factors and the acquisition of vocabulary.
4.3 Exploring the Impact of Learning Environment Factors on Vocabulary
Acquisition
The influence of the learning environment on vocabulary acquisition is a facet
of paramount importance. It encompasses both the school-based environment, where
students spend a significant portion of their educational journey, and the home-based
learning environment, where many supplementary learning activities take place. In a
seminal study conducted by Johnson in 2018, the effects of the learning environment
on vocabulary acquisition were meticulously examined.
Johnson's study uncovered a profound revelation — the learning environment
exerts a substantial impact on students' vocabulary acquisition abilities. The research
dissected the multifaceted elements of the learning environment, including the
classroom setting, resources available, peer interactions, and the atmosphere within
students' homes for independent learning. These aspects collectively shape the
students' experiences and, in turn, affect their vocabulary acquisition processes.
The study demonstrated that an optimal learning environment can foster
vocabulary acquisition by providing students with rich contextual opportunities,
access to diverse learning resources, and a supportive atmosphere for language
growth. Conversely, a less conducive environment may hinder vocabulary acquisition
by limiting exposure to language, reducing motivation, and impeding the development

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of essential language skills.
As we delve into the realm of learning environment factors, this research aims
to further explore and build upon the findings of Johnson's study. By gaining a deeper
understanding of how the learning environment affects vocabulary acquisition, we can
identify strategies to optimize these environments for enhanced language learning
outcomes among students.

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 CHAPTER 3. METHODOLOGY
3.1 Research Design

The research design for this study is a mixed-method approach that integrates
quantitative and qualitative methods to provide a comprehensive and nuanced
exploration of the factors that influence students' vocabulary acquisition. The decision
to use a mixed-method design stems from the recognition that vocabulary acquisition
is a multifaceted process, influenced by a multitude of variables, including
pedagogical strategies, learner attitudes, and environmental factors. By employing
both quantitative and qualitative methodologies, this research seeks to unearth a more
complete understanding of these intricacies.

3.1.1 Rationale for Mixed-Methods Approach

The choice of a mixed-method approach is driven by several key

considerations:
- Comprehensive Insights: Vocabulary acquisition is not solely influenced by
measurable, quantifiable variables but also by qualitative aspects like
attitudes, motivations, and contextual factors. The combination of both
quantitative and qualitative data collection techniques ensures a well-
rounded understanding of this complex phenomenon.
- Triangulation: A mixed-method design allows for triangulation, which
involves corroborating findings from different data sources. This enhances
the credibility and reliability of the research, as it offers multiple
perspectives on the same issue.
- In-depth Exploration: Qualitative methods, such as open-ended text
responses and checkbox questions, offer a profound and nuanced
understanding of the experiences, attitudes, and behaviors of participants.
These qualitative insights are crucial for uncovering the fundamental
reasons behind quantitative trends and patterns.

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 - Practical Implications: The study aims to inform educational practices and
policies. A mixed-method approach provides a richer set of data that can be
translated into more actionable recommendations for educators and
curriculum developers.

3.1.2 Quantitative Component

The quantitative components of this study incorporate a comprehensive set of
data collection tools, including multiple-choice questions with well-defined response
options and standardized rating-scale questions.
The multiple-choice questions, designed with meticulous attention to detail,
were structured to capture a wide array of dimensions related to the study's focus, such
as language proficiency, vocabulary acquisition strategies, and other relevant factors.
Each question presented participants with a set of predefined response options,
requiring them to select the response that best reflected their perspective or
experience. This method was implemented to ensure data consistency and
comparability, enabling the research team to derive meaningful insights from the
collected responses.
In addition to the multiple-choice questions, the survey also featured
standardized rating-scale questions. These rating-scale questions were designed to
evaluate participants' perceptions, preferences, or assessments on a standardized
numerical scale. These scales facilitated the quantification of responses to questions
concerning topics such as satisfaction levels, preferences for specific vocabulary
learning methods, and self-assessment of language proficiency.
Standardization and precision were pivotal in the construction of both the
multiple-choice and rating-scale questions. This approach ensured that the data
collected was objective, systematic, and reliable, thus forming a strong foundation for
subsequent analysis.
The combination of multiple-choice questions with specific response options
and standardized rating-scale questions enriched the research's capacity to
comprehensively explore the key factors influencing students' vocabulary acquisition.
This approach allowed for both a detailed quantitative analysis and a nuanced
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understanding of the diverse aspects of the students' language learning experiences.
3.1.3 Qualitative Component
The qualitative components of this study encompass open-ended text response
questions and checkbox questions.
The open-ended text response questions were designed to elicit detailed written
responses from participants, providing a rich source of qualitative data. These
questions encouraged participants to provide in-depth information about their
experiences, attitudes, and perspectives related to vocabulary acquisition. Such open-
ended questions allowed participants to express their thoughts and opinions freely.
Additionally, checkbox questions were included in the qualitative portion of
the study. These questions presented a list of options from which participants could
select one or more choices. Checkbox questions offered a structured way to gather
information about specific preferences, behaviors, or choices related to vocabulary
learning.
The qualitative components of this research provided a deeper understanding of
the participants' experiences and viewpoints. These insights were valuable for
exploring the nuanced aspects of vocabulary acquisition, complementing the
quantitative data gathered through the multiple-choice and rating-scale questions in
the study.
3.2 Research Context
The education system in Vietnam is increasingly emphasizing foreign language
learning, especially English. English is considered a crucial skill for seizing career
opportunities and engaging in international communication. Consequently, research
on English vocabulary acquisition in a university setting is becoming increasingly
significant.
The Ho Chi Minh City University of Industry and Trade (HCMC University of
Industry and Trade) is an institution located in Ho Chi Minh City, specializing in
education and research in the fields of industry and commerce. The university offers
various English language programs to ensure that students possess the necessary
English language proficiency for academic pursuits and international interaction.
HCMC University of Industry and Trade has specific English language

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proficiency requirements, particularly for students enrolled in English-medium
programs. Success in learning English vocabulary can significantly impact a student's
ability to complete their academic program and succeed in their future careers.
In this context, research on English vocabulary acquisition and teaching
methodologies plays a crucial role. Understanding the factors that determine success
in vocabulary learning can help HCMC University of Industry and Trade enhance its
teaching methods and provide more effective support to its students.
3.3 Participants
A total of 22 students, comprising both male and female participants, were
involved in this research. These students were selected using a carefully executed
random sampling method, ensuring the creation of a representative sample for the
study. The selection process adhered to strict ethical considerations, and participants
were drawn from diverse backgrounds to enrich the research with a range of
perspectives and experiences.
- Participant Characteristics:
+ Age: The selected participants fall within the age range of 19 to 26 years.
This age group represents students at various developmental stages within their
university education. Their diverse ages provide a valuable perspective on vocabulary
acquisition at different points in their academic journey.
+ Educational Background: All participants are currently pursuing their
undergraduate degrees at The Ho Chi Minh City University of Industry and Trade.
They are enrolled in various academic programs, including fields such as Business
Administration, Engineering, and Information Technology. Their differing fields of
study, as well as their varying levels of vocabulary exposure and language
proficiency, offer a broad spectrum of experiences that enrich the research findings.
The inclusion of participants with these specific characteristics ensures that the
research captures a holistic understanding of the factors influencing vocabulary
acquisition within the distinct educational context of The Ho Chi Minh City
University of Industry and Trade
3.4 Research Instruments
Data collection in this study involved a combination of research instruments

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designed to provide a holistic and comprehensive view of the factors influencing
students' vocabulary acquisition. The utilization of these research instruments,
including questionnaires and Google Forms, was meticulously planned to ensure a
thorough investigation of the research questions.
- Questionnaire :
A structured questionnaire was specifically developed for this research. The
questionnaire was thoughtfully crafted to gather quantitative data related to
participants' basic information, language proficiency, and their own perceptions of
factors influencing their vocabulary acquisition. It included a series of closed-ended
questions, allowing for systematic data collection from all 22 participants. Key areas
of investigation included frequency of vocabulary acquisition, self-assessed
vocabulary proficiency, and their attitudes toward vocabulary learning. This
quantitative tool served as the initial data collection point, providing the foundation
for subsequent analyses and comparisons.
- Google Forms Survey :
Incorporating the questionnaire into Google Forms surveys, these online
surveys are also utilized as a convenient means to collect structured data. Google
Forms allows the creation of online surveys that participants can complete
electronically. These surveys have provided a convenient framework for collecting
quantitative data, reflecting the questions posed in the paper-based questionnaire.
Google Forms offers a user-friendly platform for participants to provide their
responses, which are then automatically organized in a digital format, facilitating
straightforward analysis.
3.5 Data Collection Procedure
The data collection process in this research project is thoughtfully structured,
encompassing both online survey questionnaires created using Google Forms and in.
The design of these techniques is aimed at ensuring the collection of comprehensive
and meaningful data, allowing for a thorough exploration of the research questions.

Online Survey Questionnaires (Google Forms): Google Forms serves as a

versatile and efficient tool for conducting online surveys. These surveys are
purposefully designed to collect both quantitative and qualitative data pertaining to the

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key aspects of the study. Participants are provided with a structured set of questions,
encompassing multiple-choice and rating-scale questions, to elicit valuable insights
into their vocabulary acquisition experiences and related factors. Additionally, open-
ended text response questions and checkbox questions are included to facilitate in-
depth and meaningful insights into participants' vocabulary acquisition experiences.
The user-friendly interface of Google Forms simplifies the process of feedback
submission, while the automated digital format streamlines the organization and
aggregation of quantitative data, rationalizing the subsequent analytical phases.

3.6 Data Analysis

The collected data will undergo a standardized process of analysis:
- Data Preparation: Before preliminary analysis, the data will be cleaned and
processed. Errors, inconsistencies, and missing values will be handled to
ensure data quality.
- Quantitative Data Analysis: Quantitative data from the online survey
questionnaire will be analyzed using statistical methods.
- Qualitative Data Analysis: Qualitative data from direct interviews,
including open-ended responses and marked questions, will be analyzed
thematically.
- Integration of Findings: Quantitative and qualitative findings will be
combined to provide comprehensive insights into research questions. This
integration will offer a nuanced understanding of the relationships between
variables.
- Discussion and Interpretation: The results will be discussed and interpreted
in the context of the research objectives and existing literature. This step
includes drawing conclusions, identifying implications, and addressing
research questions thoroughly.
- Presentation of Results: Results will be presented using visual aids such as
tables, graphs, and charts to ensure clarity and accessibility.
- Conclusion: Data analysis will lead to a concluding statement addressing
research objectives and highlighting key findings and their significance.
This standardized data analysis process aims to provide an in-depth
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understanding of the factors influencing students' vocabulary acquisition and
contribute to an overall understanding of the research topic.

REFERENCES
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 Learning Outcomes. Language Learning, 46, 643-679.
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