Why Non-English Majors Struggle to Learn English Vocabulary

This study examines the degree to which non-majors in English have trouble picking up vocabulary in the language and pinpoints the main causes of their problems. The study, which is supported by both theoretical and empirical research, identifies pedagogical, psychological, and cognitive obstacles that influence adult learners' vocabulary learning. 30 female Farhangian University elementary education majors who spoke English at a basic level participated in the study. The study used a pre-test/post-test format and a quasi-experimental approach to assess the efficacy of a short educational intervention that concentrated on five vocabulary learning strategies. Social media platforms were used to deliver the intervention online over two weeks. The paired-samples t-test results revealed a large effect size (Cohen's d = 2.41) and a statistically significant increase in vocabulary scores from the pre-test (M = 8.40) to the post-test (M = 11.67). These results imply that meaning-focused, even brief, teaching can greatly improve non-English majors' vocabulary knowledge. The conversation backs up the significance of learner-centered approaches and meaningful input in second language acquisition. The study suggests more research on long-term and varied teaching strategies and concludes that well-designed interventions can lessen vocabulary learning difficulties.

کلیدواژه ها:

second language acquisition ، vocabulary ، vocabulary challenges ، vocabulary learning strategy ، non-English majors