Shortcuts to Memorizing English Academic Vocabulary A Case Study of English-Major Students in the Self-Regulated Learning Environment

Abstract

As the scores of the Test of English for International Communication (TOEIC) is required in lots of major companies in Thailand, every English-major student in the Bachelor of Arts Program (B.A.), Faculty of Humanities and Social Sciences, Bansomdejchaopraya Rajabhat University (BSRU), has to enroll in the course focusing on self-preparation for the TOEIC. Despite being trained in test-taking strategies throughout the semester, a number of students’ test results were below the standard set by the university corresponding to B2 (Independent User) – C1 (Proficient User) based on the CEFR Levels. The key problems reported by the students were limited time for self-preparation for the TOEIC, insufficient English academic vocabulary knowledge size, and lack of self-regulation.

To help the students, the study was conducted with the aims 1) To explore English academic vocabulary memorization strategies suitable for the self-regulated learning environment and 2) To investigate to what extent the participants could memorize the vocabulary in The Oxford 5000 CEFR Level word list within three weeks by implementing the most preferable vocabulary memorization strategy. The participants were six students selected using the purposive sampling method. They were divided into two groups. Each group of three participants explored vocabulary memorization strategies, chose one that they preferred the most, and planned on implementing the strategy or technique in the allotted period to memorize the academic vocabulary in The Oxford 5000 CEFR Level word list. Group A tested the writing memorization technique and Group B experimented the recording memorization technique. The data was collected from the participants’ vocabulary pre-test and post-test results, learning logs and notes, and interviews. It is found that both vocabulary memorization techniques chosen by the participants increased the size of the academic vocabulary learned within the three-week time. However, a remarkable increase was found in one of the participants in Group A due to flexibility of self-regulated learning environment and time management.