Investigating Business English vocabulary learning strategies employed by 2nd-year students of Annaba Higher School of Management Sciences

Abstract

This study aimed to unpack Business English vocabulary learning strategies, the effect of non-mastery of vocabulary learning strategies on the four language skills, and the difficulties encountered in learning Business English vocabulary among 2nd-year students of Annaba Higher School of Management Sciences. Forty (40) students responded to the Google Forms questionnaire. Adopting a Friedman test to compare the frequency of use of cognitive and meta-cognitive strategies such as extensive reading, memorisation, note taking, dictionary use, speaking aloud and listening to media. The analysis revealed a statistically significant difference in usage frequency (χ² = 16.37, p = 0.022). Descriptive SPSS analysis revealed that the non-mastery of Business English vocabulary affected the participants' four language skills: speaking, writing, listening and reading. SPSS Pearson correlation analysis revealed a very weak positive correlation (r = 0.131) between two variables: the effect of non-mastery of Business English vocabulary on speaking skill and the effect of mastery of Business English vocabulary on reading skill. Cochran's Q test revealed significant statistical results (Q = 25.98, p < 0.001) regarding the difficulties participants encountered when learning Business English vocabulary, such as understanding Business English terms, spelling, and pronouncing new terms. The study suggests that teachers should identify students' preferred Business English vocabulary learning strategies to guide them in using those strategies efficiently for enhancing their English language mastery and communication proficiency.