Chinese Students’ Perceptions of Extramural English Learning Activities for Vocabulary Acquisition - A Case Study at a Private University in Bangkok

Oct 15, 2026

Uploaded by Ophelia

This study examines Chinese undergraduate students’ perceptions of Extramural English Learning Activities (EELA) for vocabulary acquisition at a private university in Bangkok. A sequential mixed-methods design collected data from 128 questionnaires and 13 interviews. Findings indicate a strong preference for contextual, meaningful vocabulary learning over rote memorization. Students reported frequent use of inferencing, dictionary use, note-taking, and encoding, especially during receptive EELA. Productive activities were viewed as more effective for vocabulary retention, particularly among students who believed learning through real-life use. The study also highlights the interaction between learners’ beliefs, EELA choices, and strategy use, emphasizing metacognitive strategies and self-directed vocabulary development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages35

Reading Time1 h 28 min

AccessFree to download

Introduction

Extramural English Learning Activities (EELA) and Vocabulary Development

(Abstract) Study Overview and Findings

Literature Review

Vocabulary Development and Strategy Use

THAITESOL JOURNAL 38(2) 20 Chinese Students’ Perceptions of Extramural English Learning Activities for Vocabulary Acquisition: A Case Study at a Private University in Bangkok Yue Wang and Sumalee Chinokul* *Corresponding author’s email: [sumalee.c@rsu.ac.th](sumalee.c@rsu.ac.th) Suryadhep Teachers College, Rangsit University, Thailand Received: May 7, 2025 Revised: June 14, 2025 Accepted: June 23, 2025 Abstract This study investigates Chinese undergraduate students’ perceptions of Extramural English Learning Activities (EELA) for vocabulary acquisition at a private university in Bangkok. Using a sequential mixed-methods design, data were collected from 128 questionnaires and 13 interviews with undergraduate students. Results show that students preferred contextual and meaningful vocabulary learning methods over rote memorization. They commonly used strategies such as inferencing, dictionary use, note-taking, and encoding, especially during receptive EELA—such as watching videos and reading—while productive activities like writing, conversations, and gaming were perceived as more effective for vocabulary retention, particularly by students who believed in learning through real-life use. The study further explores how students’ beliefs about vocabulary learning interact with their EELA choices and strategy use. Metacognitive strategies, including self-initiation and selective attention, also played an important role, while rehearsal and activation strategies were used less often but still contributed to learning. Overall, students preferred contextual and meaningful learning over rote memorization, showing a strong tendency toward self-directed vocabulary development. In this study, the term “Extramural” refers to language learning activities occurring outside formal classroom settings, often informally and self-initiated. These findings highlight the value of integrating EELA and strategy-based instruction into formal curricula to enhance learner autonomy and vocabulary acquisition. Keywords: extramural English learning activities (EELA), productive activities, receptive activities, vocabulary learning strategies THAITESOL JOURNAL 38(2) 21 Introduction In today’s globalized academic environment, English proficiency is crucial for academic success and international communication. For Chinese students enrolled in English-medium programs abroad, vocabulary knowledge plays a central role in both academic performance and effective social integration. However, traditional classroom instruction often fails to meet students’ vocabulary learning needs due to limited time, test-oriented curricula, and a focus on grammar rather than meaningful language use. As a result, many learners seek alternative ways to improve their vocabulary outside formal education. One such alternative is Extramural English Learning Activities (EELA)—language-related activities undertaken beyond the classroom, including watching English media, using language-learning apps, gaming, and participating in online communities. These activities provide authentic, contextualized exposure to language, support learner autonomy, and help bridge the gap between academic English and everyday communication. EELA also aligns with key theoretical principles such as self-directed learning, incidental vocabulary acquisition, and self-regulation (Lai et al., 2022; Sundqvist, 2024) . With the growing availability of digital tools and informal learning environments, EELA has become an essential component of second language acquisition, particularly in cross-cultural and international settings. Despite the increasing importance ofEELA, little is known about how Chinese students in Englishmedium universities perceive and utilize these activities for vocabulary development. This gap is particularly significant in the context of Chinese undergraduates studying in English-medium instruction (EMI) programs in Thailand, where they must transition from a test-focus

FAQs

What does EELA mean in this study?

EELA refers to language learning activities occurring outside formal classroom settings, often informally and self-initiated.

Which EELA types do students perceive as more effective for vocabulary retention?

Productive activities such as writing, conversations, and gaming are perceived as more effective for vocabulary retention, especially by students who believe in learning through real-life use.

What vocabulary learning strategies did students report using most?

Students commonly used inferencing, dictionary use, note-taking, and encoding, particularly during receptive EELA activities like watching videos and reading.

Oct 15, 2026

Uploaded by Ophelia