| Summary: | This research aimed to identify the vocabulary learning beliefs, determine the vocabulary learning strategies commonly used, and assess the receptive vocabulary knowledge levels of ESL learners among engineering undergraduates at the country’s leading university in engineering and technology fields which is Universiti Teknologi Malaysia, UTM. Vocabulary knowledge is crucial for English language learning as without effective beliefs and strategies, it may impede ESL learners’ academic and professional growth. However, there are largely limited studies on beliefs and strategies among engineering undergraduates in the Malaysian context. The findings of this research are significant in elevating ESL learners' awareness of VLS among engineering undergraduates to enhance their receptive vocabulary knowledge and inform the lecturers to tailor language instructions. A Google Form survey consisting of a Vocabulary Learning Strategy Questionnaire adopted from Hadi & Guo (2020) and a Vocabulary Levels Test (VLT) established by (Nation, 1983; Schmitt, Schmitt, & Clapham, 2001) were used for data collection. The respondents were selected among 70 ESL learners of UTM engineering undergraduates through a random sampling approach and cross-sectional research design. The descriptive analysis revealed that they have a positive VLB. Likewise, they ranked the cognitive as the most commonly used VLS compared to metacognitive and affective. Subsequently, VLT scores illustrated high mastery at the 2000 and 3000-word levels, intermediate mastery at the 5000-word and Academic Wordlist levels, and low mastery at the 10000-word level. The findings suggested that combining both VLBs could encourage effective vocabulary learning, while the overall percentages of each VLS showed moderate agreement implying that the respondents do not highly employ the VLSs possibly due to low awareness level, and even not reached independent levels as evidenced by substantial failure at the 10000-word level. Ergo, the findings, discussions, implications and recommendations of this research will benefit the readers to broaden their outlooks on vocabulary learning.
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