Reflection as a catalyst for developing first-year undergraduates’ beliefs about academic vocabulary learning

Acquiring core academic vocabulary is essential for success in higher education, yet many English as a second language (ESL) learners struggle to develop this vocabulary effectively. Although beliefs play an important role in shaping how learners make sense of and approach their learning, few studies have specifically examined learners’ beliefs about academic vocabulary learning (AVL) and how they can be developed to support more effective learning in higher education. Our study addresses this gap by exploring how a reflective approach to AVL can facilitate belief changes among ESL learners. First-year ESL undergraduates ( n = 46) from a Hong Kong university participated in a three-month reflection-based learning programme, with data gathered before and after the programme through surveys, semi-structured interviews, and reflective writing tasks. Following the programme, results revealed significant changes in students’ beliefs about academic vocabulary knowledge and learning, with greater importance attached to both receptive and productive aspects of academic word knowledge alongside enhanced self-efficacy and increased recognition of the role of reading. We also found that such changes were evident regardless of students’ academic discipline; however, they exhibited somewhat different trajectories depending on students’ proficiency level. An analysis of the interview responses further highlighted the potential of reflective approaches for encouraging positive beliefs about effective AVL in higher education while also revealing challenges students face when engaging in reflective practices. Implications for academic vocabulary teaching and directions for future research are discussed.