Difficulties in learning English vocabulary of students at the Government High School in Aunglan Township, Myanmar
Article Sidebar
Main Article Content
บทคัดย่อ
The research entitled “Difficulties in learning English vocabulary of students at the Government High School in Aunglan Township, Myanmar.” This comprises two objectives: 1) to study the difficulties in learning English vocabulary of students at the Government High School in Aunglan Township, Myanmar, and 2) to find out the solutions to the difficulties English vocabulary of students at the Government High School in Aunglan Township, Myanmar. This is qualitative research. The research tools were questionnaires and in-depth interviews. The population 96 included 80 Grade 12 students and five key informants from the Government High School in Aunglan Township, Myanmar. Data were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data.
The findings revealed that students faced significant difficulties in learning English vocabulary, particularly in spelling, pronunciation, retention, and active usage. The most pressing challenges were limited access to English resources, rare use of English outside the classroom, and over-reliance on rote memorization. Teachers identified contextual, pedagogical, and environmental factors as key contributors to these difficulties
The suggestion was that vocabulary instruction should be more contextualized, interactive, and strategy-based, supported by improved access to learning resources, teacher training, and the promotion of a conducive English-learning environment both inside and outside the classroom.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เอกสารอ้างอิง
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34.
Andriani, D., & Sriwahyuningsih, V. (2019). An analysis of students’ mastery of vocabulary. ELT-Lectura, 6(2), 169–176.
Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: Cambridge University Press.
Carter, R. (2001). Vocabulary. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 42–47). Cambridge, England: Cambridge University Press.
Cohen, A. D. (1998). Strategies in learning and using a second language. London, England: Longman.
Das, J. K. (2018). Vocabulary, an indicator of language proficiency: A perspective from the review of literature. Journal of English Language Teaching, 60(6), 18–24.
Khamkhien, A. (2010). Teaching English speaking and English-speaking tests in the Thai context: A reflection from Thai perspective. English Language Teaching, 3(1), 184–190.
Kyaw, Z. (2008). English language teaching in Myanmar: A review of current practices and problems. Asian EFL Journal, 10(4), 33–53.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. Ann Arbor, MI: University of Michigan Press.
Laufer, B. & Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365–391.
Laufer, B. (1988). The concept of “synforms” (similar lexical forms) in vocabulary acquisition. Language and Education, 2(2), 113–132.
Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255–271.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press.
Salawazo, I. S., et al. (2020). Analysis of students’ vocabulary in learning English. Linguistic, English Education and Art (LEEA) Journal, 3(2), 469–475.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge, England: Cambridge University Press.
Sökmen, A. J. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 237–257). Cambridge, England: Cambridge University Press.
Yılmaz, S. & Kavanoz, S. (2025). Measuring the effect of receptive and productive vocabulary size on foreign language skills. Porta Linguarum, 44, 29–45.
