Abstract-In recent decades, vocabulary learning strategies have received increasing attention among language educators as they are found to facilitate foreign language learning. Limited vocabulary knowledge can be a crucial problem which leads the learners to encounter difficulties in language learning. In this study, types of vocabulary learning strategies used by Thai EFL students were examined. In order to identify the aforementioned group of students in terms of vocabulary learning strategy use, a semi-structured interview was used as a method of data collection. The participants were 63 undergraduate students studying at Khon Kaen University (2 campuses). Results of the study reveal that the students display awareness of vocabulary learning strategies. Two main types of vocabulary learning strategies were found: 1) strategies for discovering the meaning of unknown words; and 2) strategies for retaining the newly learned words in long-term memory and recalling them at will.Index Terms-vocabulary learning strategies, language learning problems, second language learning

Abstract-The purpose of this study was to investigate how EFL undergraduate students do to improve their reading comprehension, solve the problems encountered while reading, and overcome comprehension failures. This paper presents a qualitative investigation designed to provide a clear picture of the strategies used by those students in their academic reading. A semi-structured interview served as the main source of data. Thirty-nine students from four different government universities participated in the study. The transcribed interview data was analyzed with 'open and axial coding' techniques. The data analyses revealed two main emergent categories of reading strategies: 1) strategies for comprehending reading texts (SCT); and 2) strategies for enhancing textual comprehension (SETC) with altogether 39 individual reading strategies. The implications of the findings for language teaching and learning are discussed.