English vocabulary learning strategies: insights from computer specialties students

Abstract

The study explores English vocabulary learning strategies used by computer specialties students at Kyiv National University of Technologies and Design. Investigating student essays (n=94), the research identified a preference for active learning (regular practice, English media with subtitles) and contextualization (associative learning). This contrasts with the curriculum’s emphasis on memorization. These findings highlight the need for curricular reform to embrace technology and active engagement strategies, empowering students to excel in the English-dominated field of computer science.