© IJARW | ISSN (O) - 2582-1008 May 2024 | Vol. 5 Issue. 11 www.ijarw.com IJARW2120 International Journal of All Research Writings 36 VOCABULARY LEARNING STRATEGIES USED BY THE FIRST- YEAR STUDENTS OF THE CONDUCTED-IN-ENGLISH PROGRAM AT THE UNIVERSITY OF ECONOMICS AND BUSINESS ADMINISTRATION Nguyen Vu Phong Van 1 , Duong Que Linh 2 Thai Nguyen University of Economics and Administration ABSTRACT In order to look into the English vocabulary learning strategies used by the first-year students of the conducted-in-English program at the university of economics and business administration (TUEBA), the study used a questionnaire survey to determine the vocabulary strategies used by the first-year students of the conducted-in-English program at TUEBA and the relationship between students’ studying results and their vocabulary learning strategies. The participants of the study were 16 first- year students of the conducted-in-English program at TUEBA. The findings of the study revealed that the students used determination strategies the most frequently and the relationship between the students’ studying results and their vocabulary learning strategies was positive. Keyword: vocabulary, strategies, vocabulary learning strategies 1. INTRODUCTION Vocabulary is really important for language learners as it helps to improve all aspects of communication (Miller, 2023; McCarthy, 1990; Min, 2013). Understanding the significance of having a broad source of vocabulary, the author would like to investigate deeply into the vocabulary learning strategies used by the first- year students of the conducted-in-English program at TUEBA so that English teachers can refer to before making lesson plans. 2. THEORETICAL FRAMEWORK The previously mentioned intentional linguistic activities that support the acquisition, processing, retention, and application of new knowledge are referred to as language learning strategies (LLS) by Oxford (1990). According to Cohen (1998), students intentionally employ language learning approaches in order to improve their ability to acquire and utilize a foreign language. These processes involve storing, retrieving, and encoding linguistic data. Ellis (1994), however, distinguished language learning strategies as behavioral and mental exercises pertinent to a particular phase of language learning or usage. According to Ellis (1994), LLS can include both mental and physical techniques, such as using a dictionary or the context to determine a word's meaning, or saying a new phrase loudly to help learn it. Schmitt's (1997) classification's primary strategies are outlined in the section below: + Determination Strategies: Word class, word components, cognates, contextual guessing, and dictionary use are some of the methods that students utilize to ascertain the meaning of a word without asking for help. + Social Strategies: By asking questions (via activities like asking for an L1 translation, a synonym, a paraphrased description, and examples of use), students seek out others who are already familiar with the meaning of the target term. To increase their vocabulary learning, students work in groups, ask teachers to categorize word lists, and converse with native speakers. + Memory Strategies: Students connect the newly learned word to previously taught information by using grouping or imagery to help them remember the phrase better. They can also use physical gestures to aid with word recall. Word association, grouping, collocation, imagery, and keyword associations are some memory techniques.