Students' Vocabulary Learning Difficulties and Teachers' Strategies: A Qualitative Case Study of Ammartpanichnukul School, Krabi in Thailand

Abstract

Objective: Vocabulary, a critical aspect of learning a foreign language, is extremely important. Communication is impossible without a diverse vocabulary. A strong vocabulary is also required for learning to read, speak, write, and listen. This study aims to explain students’ vocabulary learning difficulties and teachers’ strategies.

Method: A qualitative approach was conducted. In-depth interviews were used with 18 students and 5 English teachers of Ammartpanichnukul School, Krabi in Thailand, employing purposive sampling. Content analysis and NVivo were utilised to analyse the data.

Result: The students placed a high value on vocabulary learning. They want to learn English vocabulary for several reasons, such as scholarship opportunities. It is critical for English teachers to develop appropriate strategies for students to learn new vocabulary.

Conclusion: Vocabulary learning entails not only learning a specific number of words or phrases, but also learning how to use vocabulary correctly. As a result, students and teachers must work and learn together and develop effective vocabulary learning strategies.

Recommendation: English program executives, directors, and teachers should develop and implement an effective strategy to meet students’ needs and expectations for learning and improving their English skills, particularly vocabulary, by, for example, incorporating game-based learning, keyword method, etc.

Keywords: English, Vocabulary, Learning Difficulty, Strategy