Mandarin Vocabulary Learning Strategies among Islamic Science University of Malaysia (USIM) Mandarin Learners

  • Yee Chin Yip
  • Noor Saazai Mat Saad
  • Hazleena Baharun
  • Mikail Ibrahim
  • Nurul Ain Chua


Vocabulary learning can be considered the foundation of foreign language learning process. Therefore, vocabulary learning strategies (VLS) should be utilised by foreign language learners to learn vocabulary effectively. The present study examined Mandarin vocabulary size and vocabulary learning strategies of University Science Islam Malaysia’s (USIM) Level 3 learners. The questionnaire utilised by the study is divided into three sections. Firstly, Vocabulary Size Test (VST) was conducted to examine the learners’ vocabulary size. The second section was aimed to investigate vocabulary learning strategies applied by the learners. The third section was meant to determine the popular ways under each vocabulary learning strategy. The finding of present study revealed that most Mandarin language learners settled with an unsatisfactory vocabulary size of 200 to 400. Only a very small number of the USIM learners achieved 600 to 1,200 vocabulary size. Besides that, these express the part where the learners employed cognitive strategies the most and metacognitive strategies the least. Among the most famous strategies include taking notes, revision of words, discuss with classmates, and review vocabulary. The results of this study clearly suggest that training of systematic vocabulary learning strategies should be widely introduced to assist learners enhance their Mandarin vocabulary size. In addition, the initiative to utilise the learning strategies preferred by learners is also needed in order to increase their vocabulary size and knowledge, respectively.


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How to Cite
CHIN YIP, Yee et al. Mandarin Vocabulary Learning Strategies among Islamic Science University of Malaysia (USIM) Mandarin Learners. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 3, n. 3, p. 163-176, oct. 2021. Available at: <>. Date accessed: 03 dec. 2021.