Background and Purpose: Vocabulary knowledge is foundational to foreign language learning, yet most research on vocabulary learning strategies (VLS) has focused on widely taught languages such as English. Less commonly taught languages (LCTLs), like Vietnamese, present additional linguistic challenges—such as tone systems and unfamiliar morphology—that complicate vocabulary acquisition and require more context-sensitive learning strategies. This study addresses this gap by investigating the VLS employed by early-stage university learners of Vietnamese in Brunei’s multilingual environment. Methodology: This quantitative study surveyed 120 Bruneian undergraduates learning Vietnamese, selected for their beginner status. Data were collected via an adapted VLS Questionnaire and analysed using SPSS for descriptive and inferential patterns across Schmitt’s (1997) six VLS categories. Findings: Results indicate a strong reliance on cognitive and social strategies, while memory and metacognitive strategies were underused despite their potential benefits. Notable mismatches between usage and perceived effectiveness suggest the need for pedagogical realignment. Importantly, the findings support the broader applicability of Schmitt’s taxonomy beyond English learning contexts, demonstrating its relevance for LCTL instruction when appropriately adapted. Contributions: By contextualising VLS use in a Southeast Asian setting and focusing on an underrepresented language, this study offers practical implications for LCTL instruction and contributes to a more inclusive understanding of vocabulary strategy research. Keywords: Vocabulary learning strategies, less commonly taught languages, Vietnamese learner, Schmitt’s taxonomy, multilingual learners.
Min et al. (Thu,) studied this question.