The effects of vocabulary self-collection strategy instruction on Thai EFL undergraduate students’ vocabulary knowledge, word consciousness, and perceptions

This study examines the effects of Vocabulary Self-Collection Strategy (VSS) instruction on vocabulary knowledge, word consciousness, and perceptions of Thai undergraduate students. To determine the students’ short-term vocabulary retention, the vocabulary pretest and posttest were employed. VSS charts collected during VSS instruction and transcripts of group discussions were analyzed to explain how the students developed word consciousness. A perception questionnaire and a semi-structured interview were conducted at the end of VSS instruction to elicit the students’ perceptions towards VSS instruction. Fourteen days after the posttest, the vocabulary delayed posttest was administered to examine the students’ long-term vocabulary retention. The findings revealed that the students improved short-term vocabulary retention, and they could retain vocabulary learned after VSS instruction. Moreover, VSS raised their word consciousness through selecting, defining, and sharing the words. In terms of perceptions, the students generally agreed that VSS instruction helped them learn new words, memorize word meaning, provided them a chance to choose words to learn, share words with classmates, work in a group, and realize the importance of learning new words. The findings will help Thai EFL university students improve their vocabulary learning and generate an innovative body of knowledge regarding vocabulary instruction in an academic setting. Pedagogical implications are also suggested for EFL teachers who want to implement VSS in their vocabulary teaching.