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Research finds context-based vocabulary teaching improves word retention in Vietnamese students, suggesting a pedagogical shift is needed.
A common belief in vocabulary acquisition is that learners should prioritize learning vocabulary in the second language context rather than relying on first-language translations. However, this belief is not universally shared among learners. To investigate whether this holds true for Vietnamese students, the present study was conducted. The research involved two tests and a series of interviews to gather both quantitative and qualitative data. A total of 88 first-year, non-English major students at Nam Can Tho University participated. The study examined the effectiveness of using context-based guessing as a strategy for vocabulary retention. Findings suggest that the guessing-from-context method is beneficial for vocabulary learning. Additionally, gender appears to be correlated with both vocabulary retention outcomes and learners’ perceptions of this method. Article visualizations:
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Phuong et al. (2025) studied this question.
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