The learnability of word knowledge aspects in Thai EFL high school learners

Nontasee, Worakrit; Sukying, Apisak

doi:10.52462/jlls.3

Cited by 5 publications

(15 citation statements)

References 54 publications

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“…The three vocabulary knowledge tests were conducted on different days. Given that form knowledge can be transferred to other aspects (Webb, 2005;Laufer & Goldstein, 2004) and that 'use' knowledge is the last aspect that learners acquire (González Fernández & Schmitt, 2019;Nontasee & Sukying, 2021), the Word Segmentation Test was given first, followed by the L1 Translation test and, finally, the test of Word Part Use. Students were given all three tests and then received their instruction, which differed for the experimental and control groups.…”

Section: Data Collection Processmentioning

confidence: 99%

The Effect of Word Part Strategy Instruction on the Vocabulary Knowledge of Thai Primary School Learners

Bubchaiya¹,

Sukying²

2022

JEL

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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.

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Section: Data Collection Processmentioning

confidence: 99%

The Effect of Word Part Strategy Instruction on the Vocabulary Knowledge of Thai Primary School Learners

Bubchaiya¹,

Sukying²

2022

JEL

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“…Vocabulary knowledge is a continuum of different sub-knowledge aspects (e.g., González-Fernández & Schmitt, 2019;Nation, 2013;Nontasee & Sukying, 2021). And that it consists of multiple levels of understanding, which range from knowing a word to using it in contexts (Henriksen, 1999;Laufer & Goldstein, 2004;Nation, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Studies in the field of the vocabulary knowledge construct and its acquisition and development have indicated that various aspects of vocabulary knowledge are interrelated and continually known (e.g., González-Fernández & Schmitt, 2019;Sukying & Nontasee, 2021), specifically receptive knowledge is first acquired and viewed to be built on productive knowledge (e.g., Hayashi & Murphy, 2011;Laufer & Goldstein, 2004;Sukying, 2022). However, learners had insufficient vocabulary knowledge, which inadequately relates to other skills of English language development, and they lacked exposure to the target vocabulary items.…”

Section: Introductionmentioning

confidence: 99%

“…Based on previous findings, English as a Foreign Language (EFL) students had poor vocabulary knowledge (e.g., Laufer & Goldstein, 2004;Magnussen & Sukying, 2021;Nontasee & Sukying, 2021;Sukying, 2017;Yunus et al, 2016). A lack of vocabulary knowledge illustrates an acquisition and development of a word (Hayashi & Murphy, 2011;Sukying, 2022).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Task-Related Focus-on-Forms Instruction on Vocabulary Development in Thai EFL Primary School Students

Methapisittikul¹,

Sukying²

2023

ELT

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This quasi-experimental study investigated the effect of task-related focus-on-forms (FonFs) (i.e., written form and word parts) instructions on EFL vocabulary development in Thai primary school students. The participants were 72 sixth-grade Thai EFL students and were divided into two groups: the written form group participants (n = 37) who received the written instruction and the word parts group participants (n = 35) who received the word parts instruction. In the written form group, the teacher taught the one hundred and four target words by giving their definitions (in the form of target language explanations), followed by the participants’ spelling and example sentences; hence the focus was on the written form. The word parts group did the same as the written form group. Besides, they focused on word parts as another aspect of word form. One vocabulary size test was conducted to measure the number of participants' vocabulary words. Four tests were used to measure receptive and productive knowledge of vocabulary development, and two questionnaires were employed to explore the participants’ perceptions. Descriptive and inferential statistics were employed to analyze the data of the study. These findings indicate the significant effect of task-related focus-on-forms (FonFs) on vocabulary development among Thai primary school participants. In addition, the perception questionnaire data analysis also revealed that task-related FonFs in written form and word parts groups helped learn vocabulary. Pedagogical implications and suggestions for further studies are presented. 

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“…Most of the studies have been focused on the effect of language exposure on vocabulary development or learners' speaking performance (Akbarian et al, 2020;De Wilde et al, 2020;Muñoz, 2014;Nontasee & Sukying, 2021;Peters, 2018;Peters et al, 2019). The findings have revealed the positive effect of language exposure on learners' language proficiency.…”

Section: Introductionmentioning

confidence: 99%

Language Exposure and Indonesian Secondary Students’ Language Accuracy

Bing¹,

Mustofa²,

Anam³

2022

Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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Language exposure has been empirically evident to enhance language learning. This study examined the relationship among a group of Indonesian secondary students who gain language exposure from various starting periods and their performance and examined whether their number of words and errors in written production differed substantially. The inference was that the number of words' rise reflected the students' writing errors. The analysis results also showed no significant difference between the number of words and errors in hand. The reception of the linguistic input confirmed the importance of the correct input and exposure quality.

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The learnability of word knowledge aspects in Thai EFL high school learners

Cited by 5 publications

References 54 publications

The Effect of Word Part Strategy Instruction on the Vocabulary Knowledge of Thai Primary School Learners

The Effect of Word Part Strategy Instruction on the Vocabulary Knowledge of Thai Primary School Learners

The Effects of Task-Related Focus-on-Forms Instruction on Vocabulary Development in Thai EFL Primary School Students

Language Exposure and Indonesian Secondary Students’ Language Accuracy

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