Students’ beliefs about vocabulary learning: a mixed methods study
The obtained results revealed that the students in general had positive beliefs about vocabulary learning. They attached great importance to the role of vocabulary and lexical knowledge to their learning English at the school. However, they had conflicting beliefs about how words should be learned....
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2017
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| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/41217 |
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| Institution: | Vietnam National University, Hanoi |
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oai:112.137.131.14:VNU_123-412172018-09-07T02:07:55Z Students’ beliefs about vocabulary learning: a mixed methods study Sử dụng phương pháp hỗn hợp nghiên cứu niềm tin của học sinh về việc học từ vựng Nguyễn, Thị Minh Hiếu Lê, Văn Canh The obtained results revealed that the students in general had positive beliefs about vocabulary learning. They attached great importance to the role of vocabulary and lexical knowledge to their learning English at the school. However, they had conflicting beliefs about how words should be learned. In addition, there is consistence between their reported beliefs about vocabulary learning and their reported vocabulary learning strategies. The findings of the study also indicated that most of the strategies the students reported that they employed were cognitive trategies. Even in the interview, none of them mentioned any metacognitive or motivational strategies. 2017-05-17T07:57:56Z 2017-05-17T07:57:56Z 2014 Thesis Nguyễn, T. M. H. (2014). Students’ beliefs about vocabulary learning: a mixed methods study. Master’s thesis, Vietnam National University, Hanoi. 04051001108 http://repository.vnu.edu.vn/handle/VNU_123/41217 en Luận văn ngành Lý luận và phương pháp giảng dạy tiếng Anh (Full) 39 p. + CD-ROM application/pdf ĐHNN |
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Vietnam National University, Hanoi |
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VNU Library & Information Center |
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Vietnam |
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VNU Digital Repository |
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English |
| description |
The obtained results revealed that the students in general had positive beliefs about vocabulary learning. They attached great importance to the role of vocabulary and lexical knowledge to their learning English at the school. However, they had conflicting beliefs about how words should be learned. In addition, there is consistence between their reported beliefs about vocabulary learning and their reported vocabulary learning strategies. The findings of the study also indicated that most of the strategies the students reported that they employed were cognitive trategies. Even in the interview, none of them mentioned any metacognitive or motivational strategies. |
| author2 |
Lê, Văn Canh |
| author_facet |
Lê, Văn Canh Nguyễn, Thị Minh Hiếu |
| format |
Theses and Dissertations |
| author |
Nguyễn, Thị Minh Hiếu |
| spellingShingle |
Nguyễn, Thị Minh Hiếu Students’ beliefs about vocabulary learning: a mixed methods study |
| author_sort |
Nguyễn, Thị Minh Hiếu |
| title |
Students’ beliefs about vocabulary learning: a mixed methods study |
| title_short |
Students’ beliefs about vocabulary learning: a mixed methods study |
| title_full |
Students’ beliefs about vocabulary learning: a mixed methods study |
| title_fullStr |
Students’ beliefs about vocabulary learning: a mixed methods study |
| title_full_unstemmed |
Students’ beliefs about vocabulary learning: a mixed methods study |
| title_sort |
students’ beliefs about vocabulary learning: a mixed methods study |
| publisher |
ĐHNN |
| publishDate |
2017 |
| url |
http://repository.vnu.edu.vn/handle/VNU_123/41217 |
| _version_ |
1680966050221391872 |