The Influence of English Learning Strategy Instruction on Vocabulary Learning Performance of Higher Vocational College Students
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Abstract
Vocabulary learning is fundamental to English acquisition among higher vocational college students, yet many learners face inefficient memorization, unstable retention, and insufficient awareness of effective learning strategies. This study examines the influence of English learning strategy instruction on vocabulary learning performance using a quantitative quasi-experimental design. A total of 86 first-year non-English-major students from a higher vocational college in China participated, with two intact classes assigned to an experimental group and a control group, each containing 43 students. The experimental group received strategy instruction integrated with regular vocabulary teaching, while the control group received conventional vocabulary instruction for eight weeks. Data were collected through a vocabulary pre-test, post-test, delayed test, and questionnaire. The results show that the two groups were comparable in the pretest, while the experimental group performed significantly better in both the post-test and delayed test, with statistically significant differences and moderate effect sizes. The experimental group also showed more positive changes in strategy use, motivation, and confidence. The findings indicate that explicit strategy instruction can improve immediate vocabulary performance and short-term retention in vocational English teaching.
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