A survey on English vocabulary acquisition and learning strategies among Kolej Permata Insan students

Abstract

As English is crucial for academic success and global communication, understanding how learners acquire vocabulary is essential for designing effective language instruction. The purpose of this study was to assess students’ vocabulary learning styles. A total of 74 Kolej PERMATA Insan College students, aged between 12 and 17 years old, participated in this quantitative survey. The majority were aged 15 and predominantly female. The survey consisted of questions regarding vocabulary knowledge, self-expression, learning strategies, and beliefs about English grammar and methods for enhancing vocabulary. The results indicate that a significant portion of students perceived themselves as understanding spoken English words and expressing their opinions confidently. Meanwhile, many were aware of the importance of grammar. Encouragingly, most students believed that extensive reading is more effective for vocabulary acquisition and are willing to practice outside class. Common strategies included asking others for meaning and guessing meanings contextually, though fewer students consistently wrote down useful vocabulary. In conclusion, Kolej PERMATA Insan students demonstrate moderate to high awareness of English vocabulary and proactive learning attitudes. However, targeted interventions are necessary to promote the use of higher-level vocabulary and effective note-taking practices. These findings provide valuable insights for English language educators to enhance vocabulary instruction through interactive and learner-centred approaches.