Identifying Vocabulary Learning Problems in Lower Primary EFL Learners

Abstract

Vocabulary learning in Grade 1 and Grade 2 plays a crucial role in developing students' future language competence. However, in the learning process, young learners often struggle to retain vocabulary because their focus in learning is still limited and it is still difficult for them to understand and pronounce English vocabulary, especially since in English there is a mismatch between spelling and pronunciation, unfamiliar sounds, and limited use of English outside the classroom. This study aims to identify the various problems that arise in vocabulary learning among lower primary school students. A descriptive qualitative method was employed, drawing on the Miles and Huberman framework for data analysis, which consists of three stages: data reduction, data display, and conclusion drawing/verification. The findings reveal that the research subjects encountered obstacles stemming from both internal and external factors. Internal factors include limited working memory capacity and short attention spans, as well as mixed ability levels in vocabulary comprehension. External factors include the low frequency of English use in students' daily lives, particularly outside the school environment, as well as inadequate teaching methods, instructional materials and media, and a lack of engaging learning activities. As a result, students face difficulties in retaining, comprehending, pronouncing, and accurately applying vocabulary, leading to generally low levels of vocabulary mastery and retention among lower primary school students.

Keywords: vocabulary learning problems, spelling-pronunciation mismatch, unfamiliar sounds, limited exposure, lower primary school.