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This study examined the effectiveness of the balanced literacy approach in enhancing performance on phonemic awareness of Thai first-grade students. The intervention program based on the balanced literacy approach was carried out 10 weeks to support students in improving their phonemic awareness skills. Thirty students aged 6 and 7 year-old were participated in this study. Four fricative consonants were taught as the target sounds. Mixed methods were employed to collect both quantitative and qualitative data. Posttest results showed that students significantly performed better on measures of phonemic awareness. Two-week follow-up data indicated that students could retain and recall information about phonemic awareness. Additional observations of student engagement in learning phonemic awareness were also generated.

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

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