English Learning Difficulties Experienced by Students with Poor Vocabulary at Tadulako University

Abstract

This study explored English Education students’ experiences of learning difficulties caused by limited vocabulary mastery at Tadulako University. Employing a descriptive qualitative design, the study involved students who experienced vocabulary-related challenges in learning English. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that inadequate vocabulary knowledge created difficulties in understanding unfamiliar words, retaining vocabulary, pronouncing English words accurately, and selecting appropriate words in speaking and writing activities. These challenges negatively affected students’ performance across the four language skills—speaking, listening, reading, and writing—and reduced their participation in classroom interactions. Limited vocabulary also generated emotional barriers, including anxiety, embarrassment, and low self-confidence when using English. To overcome these difficulties, students employed various independent learning strategies, such as watching movies and YouTube videos, listening to music, playing games, and using digital learning applications. Students also expressed the need for more structured vocabulary instruction and supportive learning environments. Overall, the study highlights that vocabulary mastery is a fundamental component of successful language learning, influencing students’ academic achievement, communication ability, and confidence in using English.