Unlocking Vietnamese Vocabulary: The Power of Social Vocabulary Learning Strategies among Bruneian Students

Omar Colombo, Nghia Tran Trong and Piermauro Catarinella
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Omar Colombo: Language Centre, Universiti Brunei Darussalam (UBD), Brunei Darussalam
Nghia Tran Trong: Language Centre, Universiti Brunei Darussalam (UBD), Brunei Darussalam
Piermauro Catarinella: Academy of Language Studies, Universiti Teknologi MARA (UiTM) Shah Alam Branch, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 1736-1749

Abstract: Scholars emphasize that vocabulary acquisition is the cornerstone of communication in foreign language (FL) learning. Therefore, students must employ effective Vocabulary Learning Strategies (VLS) to retain and utilize new words proficiently. However, limited research has explored the use of VLS among Bruneian learners, particularly those studying Vietnamese as an FL. This study examines the VLS employed by Bruneian students, with a specific focus on Social Strategies. These learners often face difficulties in acquiring, retaining, and applying Vietnamese vocabulary. To mitigate these challenges, instructors integrate activities such as scriptwriting and video production to encourage interaction and practical language use. These approaches enable students to recall vocabulary naturally through authentic communicative contexts. This study utilized a modified version of Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ), which was administered to 120 Bruneian students learning Vietnamese as an FL. Participants evaluated their use of 65 VLS on a five-point Likert scale. A descriptive statistical analysis was conducted to interpret the data. The findings revealed that Bruneian learners demonstrated a moderate level of VLS usage. Among the strategy types, Discovery-Social and Consolidation-Cognitive strategies were the most frequently employed, Discovery-Determination and Consolidation-Social strategies were used at an intermediate level, while Memory and Metacognitive Consolidation strategies were the least utilized. Overall, students placed significant value on interactions with their instructors and peers, highlighting the importance of Social Strategies in Vietnamese vocabulary acquisition. This study underscores the role of VLS in Vietnamese language education, particularly the effectiveness of Social Strategies and interactive communication. Language instructors should incorporate interactive approaches to create real-world linguistic experiences. Enhancing Vietnamese language education through such methods is essential to supporting Bruneian students in their learning journey and fostering greater proficiency in Vietnamese.

Date: 2025
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