AN INVESTIGATION INTO TOEIC VOCABULARY LEARNING AMONG NON-ENGLISH MAJOR STUDENTS AT UNIVERSITY OF ECONOMICS-TECHNOLOGY FOR INDUSTRIES

Abstract

Vocabulary acquisition plays a crucial role in second language (L2) learning, particularly in the TOEIC exam, where reading and listening comprehension skills are heavily dependent on vocabulary knowledge. However, non-English major university students often struggle with effective vocabulary learning due to inconsistent study habits and heavy reliance on teacher guidance. This study investigates the vocabulary learning practices of 50 non-English major university students, focusing on their study frequency, preferred learning methods, and perceived effectiveness. The findings reveal that only 15 out of 50 students engage in self-study at home, with 6 students maintaining a daily learning routine. Most students depend on teacher-assigned vocabulary, and their study habits lack consistency. The most commonly used method is rote repetition (writing each new word multiple times), while a smaller group integrates listening and contextual learning strategies. Moreover, 86.7% of students express dissatisfaction with their vocabulary knowledge, emphasizing the need for additional support and structured learning plans. These findings suggest that teachers should adopt more consistent instructional approaches, encourage independent vocabulary acquisition, and incorporate evidence-based learning strategies, such as spaced repetition, contextual learning, and thematic organization. The study provides implications for improving vocabulary instruction, promoting autonomous learning, and enhancing TOEIC preparation for non-English major students.