Strategies for mastering new vocabulary while learning English

The present study aims to investigate the strategies employed by military higher education cadets to effectively master new lexical vocabulary in the process of learning English. Materials and methods. The study was conducted in February 2025. A total of 52 cadets from the Heroes of Kruty Military Institute of Telecommunications and Information Technology took part in the study. The participants were asked to respond to specific inquiries concerning the utilization of strategies for the effective mastering of new lexical vocabulary while learning English. In the initial stage of the study, the qualitative methodology was employed, with a questionnaire serving as the primary instrument for data collection. This questionnaire was distributed via Google Forms. In the second stage of the study, a quantitative descriptive method was employed. The method manifested as a simple statistical description, the purpose of which was to present data on the frequency with which respondents employed specific strategies for the effective mastering of new lexical vocabulary. Results and discussions. The findings of the questionnaire analysis indicated that military cadets predominantly utilize social strategies to facilitate effective mastery of new lexical vocabulary. In the context of the system of higher military education, the active use of social strategies for the effective mastery of new lexical vocabulary in the process of learning English is facilitated by the active participation of cadets in various international cooperation programs. These include exchange programs, participation in joint events of the military of Ukrainian and foreign universities (seminars, conferences, competitions), as well as in programs of extended study abroad (full-scale training courses, which are conducted in parallel with the basic program). When learning English, 78% of cadets use social strategies to effectively master new vocabulary. The metacognitive strategy was identified as the second most prevalent strategy for effective mastery of new vocabulary, as indicated by 65% of cadets in the study’s questionnaires. The necessity of the metacognitive strategy is predicated on the requirement for cadets to pass a test to ascertain their standardized language level of English proficiency according to the NATO STANDARD 6001. A significant proportion of cadets, precisely 61%, acknowledged the pivotal role of affective strategy. This observation signifies a discernible correlation between cadets’ behavioral tendencies and their disposition toward the educational process, encompassing their sentiments and emotional dispositions. In the context of English language learning, only 28% of cadets use a cognitive strategy to effectively master new vocabulary. Conclusions. The study’s findings indicated that cadets who pursued a higher military education eschewed strategies for mastering new vocabulary such as memorization, repetition, and the use of dictionaries. Cadets demonstrate a marked preference for contemporary and engaging strategies that facilitate the mastery of new vocabulary.