المجلة الجزائرية للأبحاث والدراسات
Volume 9, Numéro 2, Pages 167-179
2026-04-30
Exploring Vocabulary Learning Strategies In English For Specific Purposes (esp): Evidence From Computing Students
Authors : Benyahia Amel . Benyahia Lamia .
Abstract
This study investigates the vocabulary learning strategies (VLS) of second- and third-year students of computing in English for specific purposes (ESP) context. The research addressed four research questions: the types and frequency of strategies employed, learners’ perceptions of their effectiveness, the role of technology, and the challenges faced in learning technical vocabulary. Data were collected through a survey questionnaire administered via Google Forms. Results indicate a relatively low use of dictionaries and mnemonics, with translation into the mother tongue and guessing from context emerging as dominant strategies. Metacognitive practices such as planning and review were reported at moderate levels, though rarely applied systematically. Students perceived technology-based tools (mobile applications, videos, flash-cards) and contextual learning strategies as most effective, despite not always practicing them consistently. Technology was rated as highly important, yet actual use varied across learners. Reported challenges included memory and retention problems, pronunciation difficulties, and contextual application of terms, alongside affective barriers such as lack of confidence. The study highlights the need for explicit strategy training, structured integration of technology, and increased opportunities for contextualized and communicative vocabulary practice.
Keywords
computing students ; English for specific purposes ; strategy-training ; technology-enhanced learning ; vocabulary learning strategies
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