<![CDATA[This study investigates Physics students’ perceptions of technical vocabulary learning in an English for Specific Purposes (ESP) context. Using a quantitative descriptive survey, data were collected from 50 undergraduate Physics students through a 25-item questionnaire covering five dimensions: relevance and importance, difficulty and comprehension, learning strategies, usage and application, and context and exposure. The findings indicate that students strongly recognize the academic importance of technical vocabulary; however, they continue to experience substantial challenges in comprehension and productive use, particularly in formal academic writing. Students primarily rely on exposure-based and memorization strategies, which appear insufficient for deeper conceptual understanding and accurate application. The results reveal a clear gap between students’ awareness of technical vocabulary importance and their actual learning outcomes, underscoring the need for more contextualized, discipline-integrated, and learner-centered ESP instruction in Physics]]>
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