| Summary: | <p>This mixed-methods study compared the effectiveness of determination and social strategies in vocabulary learning among intermediate-level Hong Kong ESL university students, assessed the effectiveness of both social and determination strategy and explored students’ perceived effectiveness and preferences in vocabulary learning strategy after the intervention. While prior research has largely focused on students' perceptions of vocabulary learning strategies, this study employs an experimental design to assess the actual effectiveness of these strategies, particularly the social strategy, in the Hong Kong context.</p>
<p>The study involved 14 students, all of whom have taken either the HKDSE English exam or IELTS exam and attained a CEFR Level B2 equivalent result. Their vocabulary depth knowledge was measured through pre- and post-tests, before and after the intervention. A questionnaire was also administered to gauge students’ ratings and perceptions of the strategies they experienced. The analysis of the quantitative data consisted of non-parametric comparison of mean vocabulary gains and descriptive statistics, while the quantitative responses were content-analysed.</p>
<p>The results revealed that social and determination strategy shared similar effectiveness in enhancing the vocabulary depth of Hong Kong ESL University students. They also each had a positive impact on vocabulary acquisition. In terms of preferences, students generally preferred social strategy over determination strategy and reported higher confidence with social strategy. The study concludes with recommendations for refining vocabulary learning strategies to enhance pedagogical practices.</p>
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