An Examination of the Usage of Vocabulary Retention Techniques (VRTs) of Thai Undergraduate EFL Students

Abstract

This study aimed to 1) investigate the usage of vocabulary retention techniques (VRTs) of the second-year students at
Bangkok University 2) compare the usage of vocabulary retention techniques (VRTs) between achievers and underachievers 3)
compare the usage of vocabulary retention techniques (VRTs) of the second-year students who have different reading behavior
outside of class. The instruments used for collecting data were a questionnaire and an in-depth interview. Proportional stratified
random sampling was employed to formulate a sample of 364 students from nine faculties of Bangkok University. The data were
statistically analyzed in terms of mean and standard deviation. t-Test analysis was used to find the difference between achievers
and underachievers on the usage of vocabulary retention techniques (VRTs). In addition, One-way Analysis of Variance
(ANOVA) and Welch test were used to compare the usage of vocabulary retention techniques (VRTs) of students with different
reading behavior outside of class. For the in-depth interview, six underachievers and six achievers were randomized through a
simple random sampling technique to give their opinions on the questions provided, and the data were collected to assure the
results of the study. The results of this study showed that the overall usage of vocabulary retention techniques (VRTs) of
Bangkok University students was at a medium level, and significant differences existed in vocabulary retention techniques
(VRTs) usage between the achievers and underachievers and of the students with different reading behavior outside of class.
The findings of this research would help the teachers to improve the process and material for teaching and learning vocabulary
retention techniques (VRTs) and raise awareness of vocabulary retention techniques(VRTs) among the students in order to
enhance the students’ lexical competence which can develop their reading comprehension. Pedagogical implications into
teaching vocabulary retention techniques (VRTs) were suggested.