Abstract
Learning vocabulary and concepts in a science classroom using English as a medium of instruction is a challenge in Thailand. This study explored the use of cognitive strategies in enhancing vocabulary acquisition to improve conceptual understanding among Grade 4 Thai learners in the English program. Twenty-five learners of a private school in Pathum Thani, Thailand enrolled during the first semester of school year 2023-2024 were the subjects of this study. This study was anchored in Research & Development and utilized a quasi-experimental one-group pretest and posttest design with qualitative support. Coding, weighted mean, and Likert scale were used to interpret and analyze the gathered data. Findings show that the contextualized material was strongly agreed upon by the subject matter experts after careful evaluation to be used in applying cognitive strategies. The level of acceptability of the material got a score of 4.77 or strongly accepted based on its design, content, appropriateness. Thus, this study provides valuable insights for educators to explore the use of supplementary materials to improve engagement and lesson delivery to support learning outcomes in Thailand.
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