This study investigated the learnability of multiple word knowledge aspects and the relationship between the word knowledge aspects. A total of 261 Thai high school students were measured on receptive and productive word knowledge aspects: word parts, the form-meaning link, and collocations. The current findings indicated that word parts are acquired first, followed by the form-meaning link and collocations, which suggest the receptive and productive continuum of learning word knowledge aspects. The present results also indicated an interdepended association between word knowledge aspects. Overall, the findings suggest receptive and productive knowledge of word knowledge aspects is an essential underpinning for vocabulary knowledge growth. Recommendations for future studies are also discussed.
Vocabulary learning strategies are essential in vocabulary acquisition and one particularly important strategy is word part strategy. This quasi-experimental research attempted to investigate the effects of word part strategy instruction on vocabulary knowledge among primary school students in a Thai EFL context. It also sought to explore primary school students’ attitudes about the use of the word-part strategy instruction on vocabulary acquisition and development. The participants consisted of two intact classes divided into experimental and control groups. The experimental participants received thorough training on word part strategies, while the control group received no instruction on word part strategies. Three measures of word part knowledge were developed and validated before the data collection. A five-point Likert scale questionnaire was also employed to explore the experimental participants’ attitudes towards implementing word part strategy instruction in vocabulary learning. Descriptive and inferential statistics were used to analyze the quantitative data. The results showed that the students who had received word part strategy instruction outperformed those in the control group, indicating a positive effect of word part strategies on vocabulary learning among primary school students. The current study also showed that primary school students were highly satisfied with the word part strategy instruction. Together, the present findings suggest the efficacy of word part strategies on vocabulary learning and development among primary school learners. Other implications relevant to pedagogical practices and suggestions for further studies are also discussed.
The present study explored vocabulary knowledge as a multi-aspect construct by examining the acquisition order of different vocabulary aspects and the relationships between these aspects. A battery test of receptive and productive vocabulary aspects, based on Nation’s (2013) framework, was administered to 156 Thai EFL learners in tenth (n = 84) and twelfth (n = 72) grades. Two different grades of Thai EFL learners were used to better describe the vocabulary acquisition process. The results indicated that scores on the tests assessing receptive knowledge of an aspect were higher than scores on the productive knowledge tests, for both grades. However, overall, the twelfth-grade learners performed better than the tenth-grade learners. The findings also revealed significant correlations between knowledge of the different aspects. Furthermore, the Implicational Scaling (IS) analysis revealed that the two grades had distinct implicational patterns of vocabulary aspects. These results provide empirical evidence for the vocabulary acquisition pattern. The results also suggest that vocabulary knowledge is an incremental learning process and that exposure to vocabulary knowledge has positive effects on vocabulary acquisition.
The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders’ perceptions towards CEFR. As such, the current study investigated preservice English teachers’ perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum.
This study aims to investigate EFL pre-service teachers' perceptions of CLIL concerning what CLIL is, what CLIL provides, what CLIL requires, who should implement CLIL, and where CLIL teachers should be trained. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after the introduction of CLIL. The findings revealed that most of the participants knew the notion of CLIL as they had taken the teacher training course. The majority of the participants viewed that CLIL provided the opportunities to integrate language into the content subjects. They believed that CLIL helps students develop both language skills and subject knowledge. However, it was revealed that the difficulties in CLIL implementation concerned content, a combination of culture to the lesson, and language (communication). The factors causing the difficulties were mainly related to teachers' lack of content knowledge, students' low English proficiency, and the difficult content interrelated to the technical vocabulary. Another factor directly related to CLIL was 4Cs integration into the lessons. It can be seen that although the EFL pre-service teachers have taken the CLIL training course, they still find CLIL difficult to apply and cannot make CLIL classes effective. The factors can be a guide to develop the CLIL training in order to produce qualified CLIL teachers. Content subject and language training, principles of 4Cs and of CLIL, as well as how to apply to the lessons should be highly emphasized in the training course.
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