Abstract

This study investigates the effectiveness of vocabulary building strategies (VBS) in enhancing English language instruction at the University of Duhok, emphasizing student perceptions gathered through a quantitative questionnaire. A total of 86 participants were surveyed to evaluate the impact of VBS on vocabulary acquisition, aiming to identify the most effective teaching methods in this context. The analysis reveals that students have a generally positive perception of VBS, indicating that these strategies significantly contribute to their vocabulary development and overall language proficiency. Furthermore, the study underscores the critical need to integrate VBS into the English curriculum and teacher training programs to ensure that all educators are equipped with effective instructional techniques. The findings suggest that a one-size-fits-all approach may not be sufficient; instead, personalized and adaptive VBS implementation is essential to cater to the diverse learning styles and needs of students. In addition to curricular improvements, the study advocates for continuous pedagogical evaluation to monitor and enhance the effectiveness of VBS in the classroom. Recommendations include developing tailored curricula that align with VBS principles and fostering a supportive learning environment that promotes vocabulary growth. Finally, the research calls for further qualitative and experimental studies to explore individual learning differences and identify the specific elements of VBS that maximize their effectiveness, thereby paving the way for more informed and effective English language education practices.

Keyword: Vocabulary Building Strategies (VBS), English language instruction, student perceptions, vocabulary acquisition, pedagogical evaluation

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