A Mixed- methods Study on the Vocabulary Awareness of Local College Freshmen

The design study aimed to describe the experiences of freshmen students in a local college on vocabulary awareness. A mixed-methods design was employed, specifically using a parallel convergent approach. In the quantitative phase, 328 freshmen were selected through random sampling. For the qualitative phase, 14 participants were purposively chosen, with seven participating in in-depth interviews and another seven in focus group discussions. Quantitative data were analyzed using descriptive statistics, particularly the mean, while qualitative data were examined through thematic analysis by coding and refining emerging themes. The quantitative results indicated a high level of vocabulary awareness among students, with a mean score of 4.08. The qualitative findings revealed six major themes: (1) continuous exposure as a tool for vocabulary enhancement, (2) personal experiences as a foundation for vocabulary development, (3) interactive strategies to strengthen vocabulary skills, (4) contextual exposure and adaptation in vocabulary learning, (5) building confidence and motivation in vocabulary use, and (6) emotional barriers in vocabulary learning. The integration of quantitative and qualitative results showed merging-converging, confirming consistency between the students’ perceived awareness and their actual experiences. The study concludes that vocabulary awareness plays a significant role in improving language proficiency, academic performance, and communication skills. These findings provide meaningful insights for educational institutions in designing vocabulary-building programs, creating supportive learning environments, and developing instructional materials that address students’ vocabulary development needs.