The study aims to find out English for Nursing course students' difficulties in learning Latin-Rooted vocabulary at a college in Ho Chi Minh City. A survey is conducted to find out what difficulties in learning Latin-Rooted vocabulary in ESP and how could they handle those difficulties. The data collected from 30 students show their concerns upon the lexicon understanding, the usage of those vocabulary in the context and mostly how to memorize the words. Data collecting instruments include think-aloud protocol and questionnaire. The follow-up interviews and the thematic analysis later stood the findings on their difficulties in Latin-rooted vocabulary learning. Mind-mapping and morphological rules are mostly applied to solves their problems so far as pedagogical implication in the case studied.

Although textbooks in foreign language programmes provide teachers with support, attending to specific vocabulary difficulties remains challenging. Understanding the vocabulary load of textbooks can help teachers use accessible materials and clear instruction in the curriculum design process.

Research suggests textbooks are not adequately covering high-frequency vocabulary, so further analysis is needed to ascertain the lexicon of textbooks and understand their suitability for learners in varying contexts. This study outlines research using a general word list and a Japanese-context word list to investigate the lexicon of two commercially published textbooks. The results show that although the vocabulary load of each unit in the textbooks become increasingly difficult, overall, the textbook is too lexically demanding for Japanese-tertiary level students, with knowledge of 8,000 words necessary for comprehension. Finally, pedagogical implications, including the use of word cards and vocabulary quizzes to assist the needs of students will be discussed.

Foundational surveys of what vocabulary learning strategies English learners employ in their studies were completed twenty to thirty years ago. This presentation reports on a survey administered to 135 Korean university students to see if vocabulary learning strategies have shifted along with the shifts in technology and educational practices in the 21st century. The survey updated Schmitt’s taxonomy of strategies to include modern technology options, then presented it to contemporary students. Results from the study were compared to Schmitt’s results from the 1990s to look for differences in strategy use. Contemporary students seem more likely to employ vocabulary learning strategies, but newer technologies are used for meaning discovery much more than for vocabulary consolidation. Teachers should be aware of the changes in student vocabulary learning strategy implementation, and ways to use the findings to help students more easily learn vocabulary are presented.

Although game-based apps for memorizing words are widely used in regular life, there is little empirical evidence that it has an impact on students' academic learning. This study sought to ascertain whether English apps using mobile games would have a motivating effect on first-grade elementary school students' English word learning. For this purpose, a pretest and post-test were conducted for students. And two groups of 40 first-grade elementary school students underwent a four-week experiment. One group of students was the experimental group that learned vocabulary by using the mobile game-based app; the other was the control group, where students learned with traditional paper word lists. The conclusion is that the mobile game-based vocabulary learning app motivates students to acquire vocabulary and is more easily for students to memorize than utilizing the traditional teaching method.