International Journal of Education

Against the backdrop of rapid advancements in information technology, English learning resources have become increasingly abundant. However, many senior high school students still face significant challenges in English learning, particularly in mastering vocabulary knowledge. This study examines the relationship between English learning resource management strategies and vocabulary knowledge among second-year students at a key senior high school in Liaoning Province, China. The results indicate a significant positive correlation between resource management strategies and vocabulary knowledge, with time management and effort management strategies showing the strongest associations. Effort management strategies were the most frequently employed, and significant differences were observed between high- and low-vocabulary achievers in their use of resource management strategies, particularly in help-seeking strategies. The findings suggest that the effective application of resource management strategies can positively enhance vocabulary acquisition among senior high school students, offering new insights for vocabulary instruction.

Senior high school English; Resource management strategy; Vocabulary teaching; Vocabulary knowledge