Enhancing Vocabulary Acquisition for Technical University Students through the GHOST Strategy

Abstract

This project aims to enhance English vocabulary acquisition among technical university students, particularly those enrolled in the five-year junior college programs within the Department of Tourism and the Department of Hospitality at Meiho University. The study employs a researcher-designed English Vocabulary Learning GHOST Questionnaire alongside five types of vocabulary assessment tests, including English-Chinese matching, dictation, translation (both directions), and cloze tests. The GHOST learning strategy integrates various techniques to actively engage students and connect learning to real-life experiences. These techniques include group activities, games, highlighting, contextual hints, observation, online resources, songs, stories, critical thinking, and self-regulated time management. By fostering positive learning experiences, the project seeks to boost students' confidence and satisfaction with their progress. Data for the study was gathered through questionnaires and analyzed using SPSS. The results indicate that students prefer diverse vocabulary learning methods, with songs and group activities being the most favored. Other commonly used strategies include games, contextual hints, online resources, and self-regulated time management. In terms of vocabulary assessment, students showed a preference for Chinese-English matching and dictation, suggesting that bilingual testing offers a sense of security while auditory reinforcement aids retention.

The study also highlights key challenges in vocabulary learning, such as a lack of effort and limited practice, with many students relying heavily on rote memorization. To address these issues, the researcher recommends adopting a variety of learning strategies, including incorporating music and group activities, utilizing games, contextual cues, and digital resources, and increasing practice and exposure.

Recognizing vocabulary as essential for communication, skill development, and career advancement, the researcher concludes with practical teaching recommendations to optimize vocabulary instruction and support student learning effectively.