The purpose of this study is to investigate the impact of a Focused Words Recognition Method (FWRM) programme on the vocabulary size and motivation of low achieving undergraduates in Taiwan. A quasi-experimental design was taken in a 17-week programme to examine difference between the Focused Word Recognition Method and Conventional Word Recognition groups with 130 college students. The analysis was employing linear regression to analyze collected data from pre-test and post-test of vocabulary-size and Motivated Strategies for Learning Questionnaire (MSLQ) plus a qualitative post course survey and in-depth interviews to provide supportive evidence. The results were as follows: 1) from the quantitative analysis, the programme could exert a significant effect on undergraduate participants' vocabulary size; its effect size of (d=1.43) was considered as "large". 2) The programme did not produce significant difference between the control and intervention groups regarding their motivation; its effe9t size of (d=0.21) was viewed "small". 3) The outcome variables, vocabulary size and motivation, had a positive but not sturdy correlation (r=.169, p=.076). 4) The programme generated a significant effect for participants having no prior Phonological Awareness regarding vocabulary size, but it did not work differently on motivation. 5) The programme produced similar effects on two gender groups in relation to vocabulary size and motivation when controlling for all the other relevant variables. This study may involve the limitations such as the nature of nonrandom allocation, a shorter duration and a smaller sample size, but it is still hoped to provide a clearer view for researchers who concern relevant issues to better understand and foster low achieving adult students' English learning