Exploring app-based autonomous English vocabulary learning: strategies, motivation and challenges among Vietnamese learners

Abstract

Abstract

This study investigated how Vietnamese university students engaged in autonomous English vocabulary learning through mobile applications, with particular attention to learning strategies, motivation and engagement, and perceived challenges. Adopting a mixed-methods design, quantitative data were collected from 88 undergraduate students via a structured questionnaire, while qualitative insights were obtained through semi-structured interviews with 10 participants. Descriptive statistical analysis revealed that students reported positive attitudes toward vocabulary-learning applications and moderate levels of autonomous engagement. Repetition-based strategies and app-guided review were used most frequently, whereas deeper strategies such as contextual application and self-testing were employed less consistently. Motivation was largely exam-oriented and fluctuated according to academic workload, leading to unstable engagement over time. Qualitative findings further indicated that limited self-regulation skills, cognitive overload, and time constraints hindered sustained autonomous learning. The integration of quantitative and qualitative results suggests that while mobile applications offer valuable support for vocabulary learning, their effectiveness depends largely on learners’ strategic awareness and capacity for self-regulated learning. The study highlights the need for pedagogical and institutional support to foster sustainable autonomous vocabulary learning in mobile-mediated environments.