Arab World English Journal (AWEJ) Volume 12. Number1  March 2021                                                 Pp.253-269

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The Effects of Vocabulary Self-Collection Strategy Instruction on Thai EFL
Undergraduate Students’ Vocabulary Knowledge and Perceptions

Nuntiporn Raungsawat
Language Institute, Thammasat University
Bangkok, Thailand
Correspondent Author:

Tipamas Chumworatayee
Language Institute, Thammasat University
Bangkok, Thailand


Received: 12/26/2020             Accepted: 2/22/2021              Published: 3/24/2021


This study mainly examines the effect of Vocabulary Self-Collection Strategy (VSS) instruction on students’ vocabulary knowledge. Moreover, it investigates the students’ perceptions towards the implementation of VSS instruction. Thirty-eight Thai EFL undergraduate students majoring in English at a university located in Thailand participated in the study. To determine the students’ vocabulary knowledge before and after the instruction, the vocabulary pretest and posttest were employed. A perception questionnaire and a semi-structured interview were conducted at the end of VSS instruction to elicit the students’ perceptions towards VSS instruction. The paired samples t-test analysis indicates that the students improved short-term vocabulary retention, and they could retain vocabulary learned after VSS instruction. The results from the questionnaire and the semi-structured interview showed that they mostly agreed that VSS instruction assisted them in learning new words, memorizing word meaning, having a chance to choose their own words to learn, sharing words to classmates, working in a group, and realizing 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. Pedagogical implications are also suggested for EFL teachers who want to implement VSS in their vocabulary instruction.
Keywords: perceptions, Thai EFL undergraduate students, vocabulary instruction, vocabulary knowledge, vocabulary retention, Vocabulary
Self-Collection Strategy (VSS) 

Cite as:  Raungsawat, N., & Chumworatayee, T. (2021). The Effects of Vocabulary Self-Collection Strategy Instruction on
Thai EFL Undergraduate Students’ Vocabulary Knowledge and Perceptions  Arab World English Journal, 12 (1) 253-269.


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Received: 12/26/2020
Accepted: 2/22/2021
Published: 3/24/2021

Nuntiporn Raungsawat is a full-time lecturer at English Department, Faculty of Humanities and Social Sciences, Rajabhat Rajanagarindra University. She is currently a Ph.D. candidate in English Language Teaching at Thammasat University, Thailand. Her areas of interests are EFL reading instruction and English language teaching.

Dr. Tipamas Chumworatayee (Associate Professor) teaches both post- and undergraduate courses at the Language Institute, Thammasat University, Thailand. She obtained her Ph.D. from Department of Reading, College of Education, Texas Woman’s University, Texas, USA. Her main interests include ELT methodology, ELT teacher training, EFL reading-strategy instruction, and EFL reading strategy awareness raising.