Teaching English Language

Teaching English Language

Self-Regulated English Vocabulary Learning in Active Digital Classrooms: A Case Study at a Thai University

Document Type : Original Article

Authors
1 Languages Department, Walailak University, Thailand
2 Deakin University, Australia
3 TIIAME National Research University,Uzbekistan
10.22132/tel.2025.479614.1694
Abstract
This case study examines the effectiveness of self-regulated vocabulary learning strategies using teacher-created lists and ICT tools in a 12-week general English course at a Thai university, assessing outcomes through pre- and post-tests and qualitative surveys of 969 students and six foreign lecturers. Quantitative data were analyzed using paired-sample t-tests to measure vocabulary improvement, independent t-tests to examine gender differences, and one-way ANOVA with Tukey HSD to assess proficiency level disparities. Qualitative data, including student reflections and lecturer feedback, were analyzed using thematic analysis, applying a deductive approach for student data and an inductive approach for lecturer data. Themes emerged around students’ self-regulated learning strategies, such as repetitive practice and online research, as well as challenges related to word memorization and pronunciation. Lecturers generally supported the intervention but noted concerns about rote learning and student engagement. While self-regulated learning with teacher-created vocabulary lists boosts vocabulary development in smart classrooms, challenges with student motivation and contextual application call for further pedagogical improvement. 
Keywords

Adipat, S. (2021). Developing technological pedagogical content knowledge (TPACK) through technology-enhanced content and language-integrated learning (T-CLIL) instruction. Education and Information Technologies26(5), 6461-6477. https://doi.org/10.1007/s10639-021-10648-3
Alam, A., & Mohanty, A. (2024). Framework of Self-Regulated Cognitive Engagement (FSRCE) for sustainable pedagogy: a model that integrates SRL and cognitive engagement for holistic development of students. Cogent Education11(1), 1-21. https://doi.org/10.1080/2331186X.2024.2363157
Barclay, S., & Schmitt, N. (2019). Current perspectives on vocabulary teaching and learning. In X. Gao (Ed.), Second handbook of English language teaching (pp. 495–512). Springer.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa
Braun, V., Clarke, V., and Terry, G. (2015). Thematic analysis. In P. Rohleder and A. Lyons (Eds.), Qualitative research in clinical and health psychology (pp. 95113). Palgrave MacMillan.
Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the importance of vocabulary for English as an additional language learners' reading comprehension. In V. Murphy & M. Evangelou (Eds.), EAL research for the classroom (pp. 35–58). Routledge.
Çepni, S. B. (2021). Self-regulatory capacity in vocabulary learning: Does it make difference? Yıldız Journal of Educational Research, 6(2), 136-142. http://dx.doi.org/10.14744/yjer.2021.007
Chamot, A. U. (2018). Developing self-regulated learning in the language classroom. In I. Walker, D. K. G. Chan, M. Nagami, & C. Bourguignon (Eds.), New perspectives on the development of communicative and related competence in foreign language education (pp. 41–52). De Gruyter Mouton.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238. https://doi.org/10.2307/3587951
Dang, T.N.Y. & Webb, S. (2016). Making an essential word list for beginners. In: Nation, ISP, (ed.) Making and Using Word Lists for Language Learning and Testing (pp. 153-167). John Benjamins.
Dobakhti, L., Zohrabi, M., & Tadayyon, P. (2020). An investigation into the impact of rote and mnemonic strategies on vocabulary learning of Iranian elementary EFL learners. Teaching English Language, 14(2), 301–321. https://doi.org/10.22132/TEL.2020.119162
Elcin, D., & Sahinkarakas, S. (2021). Self-Regulatory Capacity of Learners' with Differing Proficiency Levels in Vocabulary Acquisition during Three Periods. Shanlax International Journal of Education, 9, 162-197. https://doi.org/10.34293/
Enayat, M. J., & Derakhshan, A. (2021). Vocabulary size and depth as predictors of second language speaking ability. System99, 1-15. https://doi.org/10.1016/j.system.2021.102521
Fathi, J., Alipour, F., & Saeedian, A. (2018). Enhancing vocabulary learning and self-regulation via a mobile application: an investigation of the memrise app. Journal of Modern Research in English Language Studies, 5(1), 2746. https://doi.org/10.30479/jmrels.2019.10311.1282
Gardner, D., & Davies, M. (2014). A new academic vocabulary list. Applied linguistics, 35(3), 305-327. https://doi.org/10.1093/applin/amt015
Gesa, F., & Miralpeix, I. (2023). Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school. Language Teaching Research, 1-34. https://doi.org/10.1177/13621688231169451
Griffin, G., & Harley, T. A. (1996). List learning of second language vocabulary. Applied Psycholinguistics, 17(4), 443-460. https://doi.org/10.1017/S0142716400008195
Kanoksilapatham, B., & Suranakkharin, T. (2018). Celebrating local, going global: Use of northern Thainess-based English lessons. The Journal of Asia TEFL, 15(2), 292-309. http://dx.doi.org/10.18823/asiatefl.2018.15.2.3.292
Khoii, R., & Sharififar, S. (2013). Memorization versus semantic mapping in L2 vocabulary acquisition. ELT Journal, 67(2), 199-209.
Lantolf, J. P. (2024). On the value of explicit instruction: The view from sociocultural theory. Language Teaching Research Quarterly39, 281-304. https://doi.org/10.32038/ltrq.2024.39.18
Laufer, B., & Ravenhorst-Kalovski, G. (2010). Lexical treshold: Lexical text coverage, learnersvocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30. http://hdl.handle.net/10125/66648
Luo, R. Z., & Zhou, Y. L. (2024). The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 1-25. https://doi.org/10.1111/jcal.13052
Mahadi, R. (2019). The relationship between the use of Meta-cognitive Self-regulated Learning Strategies (Meta-SRLS) and achievement in English language learning (Doctoral dissertation, University of Nottingham).
Maretha, A. L., & Waluyo, B. (2022). Profiles, Differences, and Roles of Learners' Agency in English Learning in Thailand. International Journal of Instruction15(2), 543-564. https://eric.ed.gov/?id=EJ1341632
Mehrpour, S. (2008). A comparison of the effects of two vocabulary teaching techniques. The Asian EFL Journal, 10(2), 192-208.
Metcalfe, J., Xu, J., Vuorre, M., Siegler, R., Wiliam, D., & Bjork, R. A. (2024). Learning from errors versus explicit instruction in preparation for a test that counts. British Journal of Educational Psychology, 1-15. https://doi.org/10.1111/bjep.12651
Mizumoto, A. (2013). Enhancing self-efficacy in vocabulary learning: A self-regulated learning approach. Vocabulary learning and instruction2(1), 15-24. https://doi.org/10.7820/vli.v02.1.mizumoto
Mizumoto, A., & Takeuchi, O. (2012). Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33(1), 83-91. https://doi.org/10.1093/applin/amr044
Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13(4), 425-449. https://doi.org/10.1177/1362168809341511
Moiinvaziri, M. (2018). Exploring the role of self-regulatory capacity in vocabulary learning of Iranian EFL learners. Research in English Language Pedagogy, 6(2), 241-256. https://doi.org/10.30486/relp.2018.542584
Muqaibal, M. H., Kasprowicz, R., & Tissot, C. (2023). Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom. Language Teaching Research, 1-38. https://doi.org/10.1177/13621688221146146
Nation, P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(-), 5959. https://doi.org/10.3138/cmlr.63.1.59
Nebes, T. (2019). Assessment of Self-Regulation in English Vocabulary Learning among Croatian High School Students (Doctoral dissertation, University of Zadar. Department of English).
O'Leary, S. G., & Dubey, D. R. (1979). Applications of selfcontrol procedures by children: A review. Journal of Applied Behavior Analysis, 12(3), 449-465. https://doi.org/10.1901/jaba.1979.12-449
Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 45-470. https://doi.org/10.1016/S0883-0355(99)00015-4
Pitikornpuangpetch, C., & Suwanarak, K. (2021). Teachers’ beliefs and teaching practices about communicative language teaching (CLT) in a Thai EFL context. LEARN Journal: Language Education and Acquisition Research Network14(2), 1-27. https://so04.tci-thaijo.org/index.php/LEARN/index
Pratiwi, D. I., Fitriati, S. W., Yuliasri, I., & Waluyo, B. (2024). Flipped classroom with gamified technology and paper-based method for teaching vocabulary. Asian-Pacific Journal of Second and Foreign Language Education9(1), 1-18. https://doi.org/10.1186/s40862-023-00222-4
Pratiwi, D. I, Puspitasari, A. & Fikria, A. (2023). Mind-mapping technique and writeabout application integration in an online writing class: An Indonesian vocational university context. Teaching English as a Second Language Electronic Journal (TESL-EJ), 26 (4), 1-20. https:// doi.org/10.55593/ej.26104a4
Pressley, M., & Levin, J. (1986). Elaboration learning strategies for the inefficient learner. In S. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (pp. 175-211). Erlbaum.
Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L., & Ivanova-Slavianskaia, N. (2018). A systematic review of language learner strategy research in the face of self-regulation. System72, 151-163. https://doi.org/10.1016/j.system.2017.12.002
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
Schmitt, N. (2007). Current Perspectives on Vocabulary Teaching and Learning. In: Cummins, J., Davison, C. (Eds), International Handbook of English Language Teaching. Springer International Handbooks of Education, 15. Springer.
Sedgwick, P. (2013). Convenience sampling. Bmj, -(-), 347-348. https://doi.org/10.1136/bmj.f6304
Shooshtari, Z. G., Bavizade, K., & Jalilifar, A. (2024). Incorporating feedback timing into learning and retention of vocabulary and morpho-syntax: Focus on Iranian EFL learners in a CMC context. Teaching English Language18(1), 59-97. https://doi.org/10.22132/tel.2024.410698.1504
Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65(-), 130-138. https://doi.org/10.1016/j.system.2017.01.010
Teng, L. S., & Zhang, L. J. (2022). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics43(3), 587-595. https://doi.org/10.1093/applin/amab032
Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied linguistics, 27(1), 78-102. https://doi.org/10.1093/applin/ami046
Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400. https://doi.org/10.1111/j.1467-9922.2008.00444.x
Uchihara, T., & Clenton, J. (2020). Investigating the role of vocabulary size in second language speaking ability. Language teaching research24(4), 540-556. https://doi.org/10.1177/1362168818799371
Vujnović, M. (2017). The role of self-regulation in EFL vocabulary knowledge (Doctoral dissertation, Josip Juraj Strossmayer University of Osijek. Faculty of Humanities and Social Sciences. Department of English Language and Literature).
Waluyo, B., & Kusumastuti, S. (2024). Generative AI in student English learning in Thai higher education: More engagement, better outcomes?. Social Sciences & Humanities Open10, 1-10. https://doi.org/10.1016/j.ssaho.2024.101146
Waluyo, B. (2020). Thai EFL learners’ WTC in English: Effects of ICT support, learning orientation, and cultural perception. Humanities, Arts and Social Sciences Studies (FORMER NAME SILPAKORN UNIVERSITY JOURNAL OF SOCIAL SCIENCES, HUMANITIES, AND ARTS), 477-514. https://doi.org/10.14456/hasss.2020.18
Waluyo, B. (2020). Learning Outcomes of a General English Course Implementing Multiple E-learning Technologies and Active Learning Concepts. Journal of Asia TEFL, 17(1), 160-181. http://dx.doi.org/10.18823/asiatefl.2020.17.1.10.160
Waluyo, B., & Bakoko, R. (2021). Vocabulary List Learning Supported by Gamification: Classroom Action Research Using Quizlet. Journal of Asia TEFL, 18(1), 289-299. http://dx.doi.org/10.18823/asiatefl.2021.18.1.20.289
Waluyo, B., & Bucol, J. L. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer Assisted Language Learning Electronic Journal, 22(1), 164-185.
Xu, J., Li, J., & Yang, J. (2024). Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis. System125, 103451.
Yamamoto, Y. (2014). Multidimensional vocabulary acquisition through deliberate vocabulary list learning. System, 42(-), 232-243. https://doi.org/10.1016/j.system.2013.12.005
Yeşilbursa, A., & Bilican, R. (2013). Validation of self-regulatory capacity in vocabulary learning scale in Turkish. Procedia-Social and Behavioral Sciences, 70(-), 882-886. https://doi.org/10.1016/j.sbspro.2013.01.134
Zarrati, Z., Zohrabi, M., Abedini, H., & Xodabande, I. (2024). Learning academic vocabulary with digital flashcards: Comparing the outcomes from computers and smartphones. Social Sciences & Humanities Open9, 1-9. https://doi.org/10.1016/j.ssaho.2024.100900
Zhang, X., & Chen, L. (2021). College English smart classroom teaching model based on artificial intelligence technology in mobile information systems. Mobile Information Systems2021, 1-12. https://doi.org/10.1155/2021/5644604
Ziegler, N. (2015). The predictive value of the self-regulating capacity in vocabulary learning scale. Applied linguistics, 36(5), 641-647. https://doi.org/10.1093/applin/amv020
Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17 https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 130). Lawrence Erlbaum Associates Publishers.
 
Zohrabi, M., Dobakhti, & Tadayyon, P. (2021). An Investigation into the impact of rote and mnemonic strategies on vocabulary learning of Iranian elementary EFL learners. Teaching English Language, 14(2), 323-344. https://dorl.net/dor/20.1001.1.25385488.2020.14.2.11.0
Volume 19, Issue 2
July 2025
Pages 45-87

  • Receive Date 21 September 2024
  • Revise Date 18 April 2025
  • Accept Date 21 April 2025