Trang Nguyen Huynh, Truong Duy Vinh, Ha Hung Tan
School of Foreign Languages, University of Economics Ho Chi Minh City, Viet Nam.
Heliyon. 2023 May 1;9(5):e16009. doi: 10.1016/j.heliyon.2023.e16009. eCollection 2023 May.
The field of language teaching and learning has long recognized the role of vocabulary knowledge in all aspects of language proficiency and indicated that vocabulary beliefs and learning strategies play a pivotal role in learners' vocabulary development. As a result, understanding learners' beliefs and strategies in vocabulary learning is of paramount importance to language teachers. The Vocabulary Learning Questionnaire (VLQ) developed by Peter Gu in 2018 could be considered the most recent, validated instrument for the measurement of vocabulary learning beliefs and strategies. However, the VLQ contains too many items and is only available in English. The objectives of the study, therefore, are (1) to develop and validate a Vietnamese version of the VLQ which can exclude construct-irrelevant noises related to L2 comprehension, and (2) to reduce the number of items while retaining the key factors in the instruments.
722 Vietnamese university students took part in the study. Exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) were examined with the free software Jamovi 2.3.13. Both Cronbach's alpha and McDonald's omega were employed to evaluate the factors' internal consistency.
Separate EFAs confirmed the two dimensions of vocabulary beliefs, explaining 62.6% of the total variance, and seven factors of vocabulary strategies, predicting 72.1% of the total variance. CFAs confirmed the hypothesized 9-dimensional structures of different vocabulary learning beliefs and strategies and offer cross-validation evidence for the Vietnamese VLQ. Reliability metrics demonstrated acceptable internal reliability for vocabulary belief and strategy sub-scales.
The Vietnamese VLQ provides a validated measure of vocabulary beliefs and strategies. The 30-item version of the Vietnamese VLQ serves as a starting point for future research in the field of vocabulary learning and teaching in Vietnam.
语言教学领域长期以来一直认识到词汇知识在语言能力各个方面的作用，并指出词汇信念和学习策略在学习者的词汇发展中起着关键作用。因此，了解学习者在词汇学习中的信念和策略对语言教师至关重要。彼得·顾于2018年编制的《词汇学习问卷》（VLQ）可被视为测量词汇学习信念和策略的最新、经过验证的工具。然而，VLQ包含的项目过多，且只有英文版。因此，本研究的目标是：（1）开发并验证一个越南语版的VLQ，该版本可以排除与二语理解相关的结构无关噪音；（2）减少项目数量，同时保留工具中的关键因素。
722名越南大学生参与了本研究。使用免费软件Jamovi 2.3.13进行探索性因素分析（EFA）和验证性因素分析（CFA）。同时采用克朗巴哈系数和麦克唐纳欧米伽系数来评估各因素的内部一致性。
单独的EFA证实了词汇信念的两个维度，解释了总方差的62.6%，以及词汇策略的七个因素，预测了总方差的72.1%。CFA证实了不同词汇学习信念和策略的假设九维结构，并为越南语VLQ提供了交叉验证证据。可靠性指标表明，词汇信念和策略子量表具有可接受的内部可靠性。
越南语VLQ提供了一个经过验证的词汇信念和策略测量工具。越南语VLQ的30项版本为越南词汇学习与教学领域的未来研究提供了一个起点。
