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.