scholarly journals Enhancing Thai EFL Students’ EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales

2021 ◽  
Vol 7 (4) ◽  
pp. 235-243
Author(s):  
Khomkrit Tachom
Keyword(s):  
English Translation ◽  
Test Scores ◽  
Vocabulary Knowledge ◽  
Northern Thailand ◽  
Vocabulary Retention ◽  
Communication Course ◽  
Thai Students ◽  
Post Test ◽  
Efl Students ◽  
Group Members

This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students’ English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students’ vocabulary retention is likely high.

scholarly journals The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

2017 ◽  
Vol 10 (4) ◽  
pp. 92
Author(s):  
Maryam AminAfshar ◽  
Ahmad Mojavezi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Visual Storytelling ◽  
Efl Learners ◽  
Post Test ◽  
Experimental Group ◽  
Do So

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners’ vocabulary learning and retention were investigated. To do so, 50 intermediate female EFL learners were randomly assigned to two groups. After the administration of teacher made English Vocabulary Test as the pre-test, aural storytelling method was used for the control group, and visual storytelling method was used for the experimental group. After three months of instruction, the aforementioned teacher made English Vocabulary Test, as the post-test, was given to the students of both groups to assess their improvements. Two weeks after post-test, they were given a delayed post-test to measure their retention of English vocabulary knowledge. The reliability of the English Vocabulary Test using Cronbach's Alpha was estimated equal to 0.80. Finally, Using ANCOVA, the results revealed that, the experimental group’s participants outperformed those of control group in both learning and retention of English vocabulary. So, it can be noted that the training program according to visual could have impressive impact on the learning and retention of vocabulary knowledge.

scholarly journals The elimination of anticipated written errors from L1 interference through flipped classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 216
Author(s):  
Napacha Prapawadee
Keyword(s):  
Flipped Classroom ◽  
Mother Tongue ◽  
Asynchronous Learning ◽  
Positive Attitudes ◽  
Thai Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Efl Students ◽  
Simple Sentences ◽  
Support Students

Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students’ written work, so these studies conclude that the main cause of errors is L1 interference.  In addition, other related studies reveal that flipped classrooms can support students’ learning process.  It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited.  Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities.  The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study.  The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities.  Also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom.  The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement.  Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.Keywords: written errors; L1 interference; flipped classroom

scholarly journals The effect of explicit and implicit teaching vocabulary on Iranian EFL learners vocabulary

2017 ◽  
Vol 4 (1) ◽  
pp. 15
Author(s):  
Seyyed Taghi Yaghoubi ◽  
Fatemeh Seyyedi
Keyword(s):  
Test Scores ◽  
Efl Learners ◽  
New Words ◽  
English Classes ◽  
Significant Difference ◽  
Efl Teachers ◽  
Explicit Teaching ◽  
Post Test ◽  
Efl Students ◽  
Teaching Learning

This research aimed to find out and compare the effects of two types of teaching- learning vocabularies: explicit vs. implicit teaching-learning on building the EFL vocabulary of Iranian EFL students. The participants of the study were 100 intermediate females EFL students from four English classes. The instruments of this study included a PET test, a pre-test and a post-test. The researchers divided the sample into two groups which were given 15 sessions of treatment; the vocabulary items were taught explicitly to the Explicit Group (EG) by giving them the definitions of the words. However, to the second group, the Implicit Group (IG) the vocabulary items were taught implicitly by giving them example sentences in which the new words were used. After the treatments, a post-test was taken by the participants to examine the effects. The results showed that although both methods of teaching vocabulary were found to be effective, there was a significant difference between the post-test scores of the two groups; the EG which received explicit teaching-learning learnt much more vocabulary than the IG that received implicit teaching-learning of vocabulary. The findings of this study have several pedagogical implications in that they can make EFL teachers in Iran clearer about the more effective way for EFL classes to teach and learn vocabulary.

Lesson study incorporating phase-based instruction using Geometer's Sketchpad and its effects on Thai students’ geometric thinking

2014 ◽  
Vol 3 (3) ◽  
pp. 252-271 ◽  
Author(s):  
Lilla Adulyasas ◽  
Shafia Abdul Rahman
Keyword(s):  
Test Scores ◽  
Lesson Study ◽  
Analysis Of Covariance ◽  
Geometer's Sketchpad ◽  
Content Type ◽  
Geometric Thinking ◽  
Significant Difference ◽  
Thai Students ◽  
Post Test ◽  
Based Instruction

Purpose – Geometry has, in many countries, proved to be one of the problematic topics in mathematics. The purpose of this paper is to report on a study that was carried to investigate the effects of lesson study incorporating phase-based instruction (LS-PBI) using Geometer's Sketchpad (GSP) on Thai students’ geometric thinking. Design/methodology/approach – The effectiveness of the LS-PBI using GSP within the targeted context was assessed in a quasi-experimental research approach involving three groups of mixed ability grade 7 students (12-year-olds) in one of the schools in Yala province, Thailand. These groups (Group 1: n=30, Group 2: n=28 and Group 3: n=29) were taught the topic of properties of 2D and 3D geometric shapes through phase-based instruction using GSP in turn by three different teachers. The teachers observed the lesson study teaching protocol. Data were collected using pre-test and post-test to assess students’ van Hiele level of geometric thinking. In addition, six students were selected to be observed in order to give supplementary data on their level of geometric thinking changed. Findings – Findings revealed that the LS-PBI was effective in improving students’ geometric thinking. Analysis of paired sample t-test showed that there was a significant difference in the pre-test and post-test scores in each group after each LS session. Analysis of covariance showed that there was a significant difference in the post-test scores among the three groups of students. Originality/value – The findings of this original study suggest that the LS-PBI using GSP was effective in enhancing students’ geometric thinking.

scholarly journals Effects of Student Collaboration on ESL Learners’ Vocabulary Development

2021 ◽  
Vol 17 (1) ◽  
pp. 177
Author(s):  
Adlina Ariffin
Keyword(s):  
English Language ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Effective Technique ◽  
Student Collaboration ◽  
Self Confidence ◽  
Post Test ◽  
Group Members ◽  
Esl Learners ◽  
Listening And Speaking

Abstract: This paper describes a research which attempted to evaluate the effectiveness of student collaboration as a technique in improving vocabulary development among a group of ESL learners. The main motivation behind this study was due to the concern that vocabulary has become a neglected area in the teaching of English language. The main aims of the study were to evaluate whether student collaboration helped to improve students’ vocabulary and the extent of the improvement. Two types of data were collected during the research – qualitative and quantitative. The qualitative data were collected from the teacher’s observation, students’ journals and interview; while, the quantitative data were collected from the pre-test and post-test. The results from the t-test indicated that students did make an improvement in their vocabulary knowledge after they had studied together collaboratively. Besides that, student collaboration was found to be an effective technique in teaching vocabulary because the interaction that students made during their discussion helped them to improve other language skills such as reading, listening and speaking, gave them opportunities to participate in their own learning, built their self-confidence in interacting with the group members and cultivated a sharing attitude among them.   Keywords: Collaborative learning, ESL learners, Student collaboration, Vocabulary development

scholarly journals The Use of Instagram in the Teaching of EFL Writing: Effect on Writing Ability and Students’ Perceptions

2018 ◽  
Vol 6 (2) ◽  
pp. 112
Author(s):  
Astiti Dwi Handayani ◽  
Bambang Yudi Cahyono ◽  
Utami Widiati
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Test Scores ◽  
Instructional Medium ◽  
Efl Writing ◽  
Writing Ability ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students

<p class="Body"><em>This study examined the effect of the use of Instagram on EFL students’ writing ability. It involved 34 EFL students of an Indonesian university. The students were taught to write opinion essays with Instagram as the instructional medium. The treatment was given in six meetings, excluding the writing pre-test and post-test. The students were asked to make an opinion essay in the pre-test and post-test. They were also asked to respond to a questionnaire designed to verify their perceptions on three aspects: their competence in writing, interest in the use of Instagram in the teaching and writing, and learning process. The results of the data analysis showed that there was a significant difference between the pre-test the post-test scores. Based on the findings of this study, some recommendations are given for teachers and future researchers regarding the use of Instagram on the teaching of EFL writing.</em></p><p class="Body"><em><br /></em></p>

scholarly journals Methods for Learning English Vocabulary Employed by Iraqi EFL Learners at University of Technology

2021 ◽  
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Female Students ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
University Of Technology ◽  
Post Test ◽  
Efl Students ◽  
Learning English

The main goal of this study is to indicate the strategies’ types that are employed by Iraqi EFL students to learn Vocabulary. To achieve this aim, the author wants to show which methods that are employed most repeatedly by Iraqi EFL students at University of Technology? Tests of vocabulary(pre/post-test) were adopted in this research to get the aim of the experiment. The author used tests to indicate the influence of meta-cognitive methods on the process of learning English vocabulary. Tests of this study relied on Nation’s multiple-choice test of vocabulary knowledge (1990). The researcher asked thirty Iraqi EFL students from University of Technology to be as participants in the current study. Fifteen was the number of male and the same number was for female students. The results indicated that determination strategies were most frequently employed than other types among Iraqi EFL students . On the other hand, using metacognitive strategies were the least frequently among the students.

scholarly journals The Impact of Watching Captioned TV Series on Vocabulary Development of EFL Students

2015 ◽  
Vol 3 (1) ◽  
pp. 118
Author(s):  
Karim Shabani ◽  
Marjan Pasha Zanussi
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Male Students ◽  
Control Group ◽  
Second Language Development ◽  
Matching Test ◽  
Post Test ◽  
Efl Students ◽  
The Impact

<p>Second language development could be achieved through various teaching and learning processes; however, applying multimedia technology has facilitated this process. This study aimed at examining the effect of captioned TV series on developing vocabulary knowledge of EFL students. There were forty intermediate male students learning English in Shokouh institute of Nowshahr, Mazandaran, Iran. The classes were held two sessions a week. The participants were randomly selected into control and experimental groups. Before the experiment, a 20-item vocabulary matching test was conducted as the pre-test. The vocabularies including in this test were chosen from a TV series in order to investigate their knowledge of vocabulary. After the pre-test ‘Friends’, An American TV series, was shown to both groups. English captioned episode was shown to the experimental group and non-captioned episode to the control one. After that, a post-test was conducted to examine the development in each group. Both independent and paired t-tests were carried out. The results of this study revealed that the participants in experimental outperformed those in control group in terms of their vocabulary development. The findings may be shared with other teachers in order to inform how captions affect the vocabulary learning of Iranian EFL students.</p>

scholarly journals Computerized Corpus Based Investigation of the Use of Multi-Word Combinations and the Developmental Stages by Tertiary Level EFL Learners

10.29007/fs4s ◽  
2018 ◽  
Author(s):  
Ali Sukru Ozbay ◽  
Mustafa Naci Kayaoğlu
Keyword(s):  
Test Scores ◽  
Reading Performance ◽  
Control Group ◽  
Tertiary Level ◽  
Black Sea Region ◽  
Reading Processes ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

It is an old consensus by now that languages all throughout the world consist of prefabricated chunks or multi-word combinations which are important for EFL learners in their efforts to perceive and produce language of native speakers in the form of combinations or chunks. The combinative nature of English language lends itself in various ways and sometimes they are called as “collocations” which constitute the biggest part of these chunks. In this respect, it is understandable that collocation learning plays a significant role for EFL learners. Thus, the primary purpose of this research is to explore whether corpus based explicit collocation instruction will help the EFL students gain awareness of collocations. Another purpose is to reveal the extent to which EFL learners recognize collocations in different contexts. The final purpose is to observe whether this informed exposure will result in better reading performances in English. The research reported on an experimental study regarding the effect of corpus-based explicit collocation instruction on EFL students' reading performance. The data for the study were obtained through pre-test and post- test scores and interview which included open-ended questions. Tertiary level EFL students (n=50) from the English department of a middle sized university in the Eastern Black Sea region in Turkey participated in the study and the study lasted for eight weeks (spring term). The control group (n = 25) received in-class reading instruction and the experimental group (n = 25) integrated collocations into their reading processes. The study investigated whether there were any differences between the experimental and the control groups in terms of gaining awareness of collocations and exhibiting better reading performances after corpus-based explicit collocation instruction is delivered on a scheduled-order. Based on the analyses of students' reading scores, the main findings showed that the experimental group showed significant improvement when compared to the control group. Both post-test scores and the answers of the students participated in the interview proved that corpus-based explicit collocation instruction had positive effect on the awareness level and reading performances of EFL students. The study, therefore, concludes that English as a Foreign Language learners' use of collocations or word combinations has potential to create more effective reading performance.

scholarly journals The Potential of Corpus Based Collocation Instruction on the Awareness Levels of the Turkish EFL Students in Terms of Reading Performances

10.29007/k2lr ◽  
2018 ◽  
Author(s):  
Ali Sukru Ozbay
Keyword(s):  
Test Scores ◽  
English Language ◽  
Reading Performance ◽  
Control Group ◽  
Black Sea Region ◽  
Reading Processes ◽  
Efl Learners ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

It is an old consensus by now that languages all throughout the world consist of prefabricated chunks or multi-word combinations which are important for EFL learners in their efforts to perceive and produce language of native speakers in the form of combinations or chunks. The combinative nature of English language lends itself in various ways and sometimes they are called as “collocations” which constitute the biggest part of these chunks. In this respect, it is understandable that collocation learning plays a significant role for EFL learners. Thus, the primary purpose of this research is to explore whether corpus based explicit collocation instruction will help the EFL students gain awareness of collocations. Another purpose is to reveal the extent to which EFL learners recognize collocations in different contexts. The final purpose is to observe whether this informed exposure will result in better reading performances in English. The research reported on an experimental study regarding the effect of corpus-based explicit collocation instruction on EFL students' reading performance. The data for the study were obtained through pre-test and post- test scores and interview which included open-ended questions. Tertiary level EFL students (n=50) from the English department of a middle sized university in the Eastern Black Sea region in Turkey participated in the study and the study lasted for eight weeks (spring term). The control group (n = 25) received in-class reading instruction and the experimental group (n = 25) integrated collocations into their reading processes. The study investigated whether there were any differences between the experimental and the control groups in terms of gaining awareness of collocations and exhibiting better reading performances after corpus-based explicit collocation instruction is delivered on a scheduled-order. Based on the analyses of students' reading scores, the main findings showed that the experimental group showed significant improvement when compared to the control group. Both post-test scores and the answers of the students participated in the interview proved that corpus-based explicit collocation instruction had positive effect on the awareness level and reading performances of EFL students. The study, therefore, concludes that English as a Foreign Language learners' use of collocations or word combinations has potential to create more effective reading performance.

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