SELF-REGULATING CAPACITY IN ENGLISH VOCABULARY LEARNING OF STUDENTS AT VALAYA ALONGKORN RAJABHAT UNIVERSITY UNDER THE ROYAL PATRONAGE

Authors

  • Worawan Wongsriwiwat Language Center, Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani

Keywords:

Self-regulating Capacity in English Vocabulary Learning, English Vocabulary Learning, Vocabulary

Abstract

The objectives of this study were to 1) investigate a self-regulating capacity in English vocabulary learning of the third-year students at Valaya Alongkorn Rajabhat University under the Royal Patronage, 2) compare the self-regulating capacity in English vocabulary learning of male and female students, and 3) compare the self-regulating capacity in English vocabulary learning of the students at different faculties. This study was a quantitative research. The instrument employed to collect the data was the Self-Regulating Capacity in Vocabulary Learning scale (SRCvoc) questionnaire. Its reliabilities were between 0.76 and 0.89. The sample for this study consisted of 290 third-year students at Valaya Alongkorn Rajabhat University under the Royal Patronage from seven faculties according to Yamane’s formula with a 95% confidence interval. The statistics used for data analysis included percentage, mean, standard deviation, independent samples t-test, and one-way ANOVA.
The results of the study revealed that overall, the third-year students had a self-regulating capacity in English vocabulary learning at a high level (gif.latex?\bar{X} = 3.41, S.D. = 0.54). Of all the dimensions of their capacity, the respondents employed the environment control the most (gif.latex?\bar{X} = 3.74, S.D. = 0.60). The comparison between genders revealed that there were no significant differences for male and female students overall, but in the subscales, males had a higher degree of the capacity in the dimension of commitment control than females at a significance level of 0.05. In addition, the comparison among the students from different faculties showed that there were no significant differences overall. However, a post-hoc test in the subscales revealed that the students at the Faculty of Science and Technology had less self-regulating capacity than those at the Faculty of Management Sciences, the Faculty of Education, the Faculty of Humanities and Social Sciences, and the Faculty of Industrial Technology in the dimension of commitment control at a significance level of .05.

References

มัลลิกา บุนนาค. (2539). สถิติเพื่อการตัดสินใจ. กรุงเทพฯ: ภาควิชาสถิติ คณะพาณิชยศาสตร์และการบัญชี จุฬาลงกรณ์มหาวิทยาลัย.

Dörnyei, Z. (2005). The Psychology of the language learner. Mahwah: Lawrence Erlbaum Associates.

Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal. 33(1): 35-54.

Khezrlou, S. & Sadeghi, K. (2011). Self-regulated vocabulary strategy use: Implications for CALL and individual variables. MEXTESOL Journal. 36(1): 1-17.

Kirmizi, O. (2014). Measuring vocabulary learning strategy use of Turkish EFL learners in relation to academic success and vocabulary size. World Journal of Education. 4(6): 16-25.

Liu, Z. (2010). A study on English vocabulary learning strategies for non-English majors in independent college. Cross-cultural Communication. 6(4): 152-164.

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.

Mongkol, N. (2009). A study of vocabulary learning strategies of the first and second year students from English department at Phetchaburi Rajabhat University. Humanities Journal. 16(1): 130-144.

Mizumoto, A. (2013). Effects of self-regulated vocabulary learning process on self-efficacy. Innovation in Language Learning and Teaching. 7(3): 253-265.

Nirattisai, S. (2014). Vocabulary Size and Vocabulary Learning Strategies of Thai University Students. Master of Arts Thesis in Teaching English as an International Languages, Prince of Songkla University.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaeerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. San Diego: Academic Press.

Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics. 24: 146-161.

Sadeghi, K. & Khezrlou, S. (2012). Glossing mode in self-regulated vocabulary learning, and its relationship with gender, age, and field of study. The Journal of Asia TEFL. 9(3): 51-74.

Sentürk, B. (2016). Self-regulation strategies and vocabulary size of EFL Turkish University students. Procedia - Social and Behavioral Sciences. 232: 90-97.

Siriwan, M. (2007). English vocabulary learning strategies employed by Rajabhat university students. Doctor of Philosophy in English Language Studies, Suranaree University of Technology.

Teng, F. (2015). Assessing the relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge. PASAA. 49: 39-65.

Thornbury, S. (2002). How to teach vocabulary. Harlow: Pearson Education Limited.

Tsai, C. & Chang, I. (2009). An examination of EFL vocabulary learning strategies of students at the University of Technology of Taiwan. International Forum of Teaching and Studies. 5(2): 32-38.

Tseng, W., 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.

Vujnović, M. (2017). The Role of Self-Regulation in EFL Vocabulary Knowledge. Master of Arts Thesis in English Language and Literature - Teaching English As a Foreign Language and Pedagogy, J. J. Strossmayer University of Osijek.

Wei, M. (2007). An examination of vocabulary learning of college-level learners of English in China. The Asian EFL Journal. 9(2): 93-114.

Yamane, T. (1967). Statistics: An Introductory Analysis. New York: Harper International Edition.

Yeh, C. & Wang, Y. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Taiwan Journal of TESOL. 1(2): 1-44.

Zhang, Y. (2011). The Use of Vocabulary Learning Strategies by Good and Poor Language Learners: A case study of Chinese non-English major sophomores. Dissertation, Kristianstad University, School of Teacher Education.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist. 25(1): 3-17.

Downloads

Published

2021-08-30

How to Cite

Wongsriwiwat, W. (2021). SELF-REGULATING CAPACITY IN ENGLISH VOCABULARY LEARNING OF STUDENTS AT VALAYA ALONGKORN RAJABHAT UNIVERSITY UNDER THE ROYAL PATRONAGE. Valaya Alongkorn Review, 11(2), 31–47. Retrieved from https://so06.tci-thaijo.org/index.php/var/article/view/245917

Issue

Section

Research Article