ABSTRACT
In learning a second language, vocabulary is extremely important. The current study is to enhance tertiary-level students’ vocabulary knowledge through explicit vocabulary strategy instruction. The study investigates the efficacy of the chosen VLS under discovery technique, such as analyzing an unidentified word utilizing word part analysis, and contextual cues. The research seeks to show that the chosen VLS will aid students in deciphering the meaning of unknown words, which will foster learner autonomy and word retention. The information collected from diagnostic tests and questionnaires allowed the researcher to understand the learners’ prior knowledge and to tailor the practice sessions or treatments according. It briefs on how the researcher used backward design to create six modules to teach vocabulary learning strategies. The purpose of the study is to find out whether or not students can independently analyze unknown words without the help of a teacher or technology.
