Strategies For Learning English Vocabulary in Secondary Schools

Abstract

Vocabulary knowledge forms the foundation of language proficiency and plays a decisive role in reading comprehension, writing ability, speaking confidence, and academic success in English as a Foreign Language (EFL) contexts. In regions where English is primarily an instructional and academic language rather than a daily communicative medium, learners often encounter difficulties in acquiring and using vocabulary effectively. The present study investigates vocabulary acquisition strategies used by secondary school students in the Kakinada district of Andhra Pradesh and examines how cognitive, motivational, affective, and instructional factors influence vocabulary learning outcomes.

The study adopted a qualitative, descriptive, and exploratory survey design. Data were collected through a structured questionnaire administered to students from selected secondary schools representing different educational environments. The research focused on identifying the most frequently used vocabulary learning strategies, understanding learners’ attitudes toward vocabulary learning, analyzing the impact of motivation and anxiety, and evaluating the influence of teacher practices and classroom environment on vocabulary development.

The findings indicate that students consider vocabulary learning both essential and challenging. Limited vocabulary knowledge emerged as a major barrier affecting reading comprehension, classroom participation, and overall academic performance. Most learners relied heavily on memory-based strategies such as repetition, memorization, and translation, mainly because of examination requirements and traditional learning habits. Although these strategies helped short-term recall, they were not effective for long-term retention or communicative usage of vocabulary.