<![CDATA[This study aims to examine the vocabulary learning strategies used by students of the 2023 cohort of the English Study Program at the University of Riau. The research was conducted in response to students’ recurring difficulties in remembering, understanding, and applying new vocabulary in language learning, which highlights the importance of identifying the strategies they employ. The population consisted of 113 students, of whom 36 participated in a try-out to ensure the reliability and validity of the 28-item Likert-scale questionnaire adapted from Schmitt’s (1997) taxonomy of vocabulary learning strategies. The main sample comprised 77 students selected through simple random sampling. This study employed a quantitative descriptive research design, and descriptive statistical analysis was used to determine the frequency of strategy use across five categories: determination, social, memory, cognitive, and metacognitive strategies. The findings indicate varying levels of strategy use, with Memory Strategies emerging as the most frequently applied (mean = 2.96), particularly through verbal repetition and associating new vocabulary with personal experiences. Social Strategies were also widely used (mean = 2.90), demonstrating students’ reliance on peers and instructors when encountering unfamiliar words. Determination Strategies (mean = 2.87) and Metacognitive Strategies (mean = 2.78) were used moderately, while Cognitive Strategies were the least employed (mean = 2.71). Overall, the results show that students predominantly rely on memory-based and socially oriented strategies, underscoring the significance of personal association, collaborative learning, and strategic awareness in supporting effective vocabulary acquisition.]]>
