This study investigates the strategies for consolidating English vocabulary used by English-major students at the Department of Foreign Languages, Nguyen Tat Thanh University, Ho Chi Minh City, Vietnam as well as the limitations associated with these strategies, and proposes several strategic solutions. The study employs both qualitative and quantitative methods of analysis to ensure the validity and reliability of the research. The participants consisted of 80 Vietnamese second-year English-major students from the two classes of the University. The data collection instrument were questionnaires administered to these 80 participants, consisting of 23 closed-ended questions designed based on a five-point Likert scale ranging from “strongly disagree” to “strongly agree” concerning the English vocabulary consolidation strategies employed by the participants, and one open-ended question intended to gather additional information about other strategic solutions beyond those presented in the 23 closed-ended questions. The findings indicate that the participants employed several English vocabulary consolidation strategies based on Schmitt’s (1997) classification framework, including Metacognitive Strategies, Cognitive Strategies, a combination of Cognitive and Metacognitive Strategies, Social Strategies, and a combination of Social and Metacognitive Strategies. However, the extent to which these strategies were used varied both within each class and between the two classes. This variation may have resulted from several factors, including lecturers’ teaching methods, the participants’ English proficiency, their attitudes toward vocabulary learning, their motivation to learn vocabulary, and the lack of certain necessary academic activities provided by the University to encourage students to improve their English vocabulary learning. On this basis, several recommendations are proposed.