Investigation of Factors Hindering Intentional Vocabulary Learning Among Undergraduate Students

Abstract

This paper aims at investigating the influence of some factors that hinder the intentional process of vocabulary learning. The experimental descriptive method is applied via intentional vocabulary tests mediated by an experiment in which the intentional approach to vocabulary teaching is adopted. The sample is composed of one hundred students studying English in fourth year at the faculty of education in University of Kassala. The data available from the intentional type of questions is computationally processed with SPSS program to see the influence of some learning factors on vocabulary learning. The results show that vocabulary achievement is significantly affected by some factors that hinder lexical learning. The study recommends keen awareness of these specific factors to limit their negative influence on intentional vocabulary learning.