Korean EFL University Students’ Vocabulary Learning: Strategies and Digital Tool Utilization
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This study investigates the vocabulary learning strategies (VLS) and challenges faced by Korean EFL university students, with an emphasis on digital tool integration. Building on Schmitt (1997) and Laffey (2020), it provides basic statistical analysis to address gaps in prior research on vocabulary learning challenges. This study surveyed 82 engineering students from a national university in South Korea, assessing their use and perceptions of various VLS. Results reveal that students frequently use online and smartphone dictionaries for meaning discovery, while self-study methods such as notetaking and verbal repetition are preferred for vocabulary consolidation. However, a discrepancy exists between the most helpful strategies and those most commonly used. Despite recognizing the effectiveness of digital tools, newer technologies such as artificial intelligence (AI) Bots and Chrome extensions were underutilized. This study highlights the need to integrate both traditional and digital tools into teaching strategies and the importance of familiarizing students with advanced digital resources. Limitations include the small sample size and lack of qualitative data from interviews. Future research should involve larger samples and incorporate qualitative methods to gain deeper insights into students’ experiences and VLS effectiveness.
Abstract
This study investigates the vocabulary learning strategies (VLS) and challenges faced by Korean EFL university students, with an emphasis on digital tool integration. Building on Schmitt (1997) and Laffey (2020), it provides basic statistical analysis to address gaps in prior research on vocabulary learning challenges. This study surveyed 82 engineering students from a national university in South Korea, assessing their use and perceptions of various VLS. Results reveal that students frequently use online and smartphone dictionaries for meaning discovery, while self-study methods such as notetaking and verbal repetition are preferred for vocabulary consolidation. However, a discrepancy exists between the most helpful strategies and those most commonly used. Despite recognizing the effectiveness of digital tools, newer technologies such as artificial intelligence (AI) Bots and Chrome extensions were underutilized. This study highlights the need to integrate both traditional and digital tools into teaching strategies and the importance of familiarizing students with advanced digital resources. Limitations include the small sample size and lack of qualitative data from interviews. Future research should involve larger samples and incorporate qualitative methods to gain deeper insights into students’ experiences and VLS effectiveness.
참고문헌 (31)
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