Arab World English Journal (AWEJ) Special Issue on CALL Number 6. July 2020                              Pp.171-190
DOI: https://dx.doi.org/10.24093/awej/call6.12

Full Paper PDF

 

 The Integration of Implicit and Explicit Vocabulary Instruction, Project-Based Learning,
Multimedia, and Experiential Learning to Improve Thai EFL Senior High School Students
 Vocabulary Ability  

Satit Somjai
Language Institution
Thammasat University, Bangkok, Thailand 

Kittitouch Soontornwipast
Language Institution,
Thammasat University, Bangkok, Thailand

 

 

 

Abstract:
This study highlights the significance of the integration of implicit-explicit vocabulary instruction, project-based learning (PBL), multimedia, and experiential learning to improve Thai EFL senior high school students’ vocabulary ability. It aimed to investigate to what extent the integration affected Thai EFL senior high school students’ vocabulary ability and how their perceptions toward the instruction were. The study involved 45 tenth-grade students at a public high school in Bangkok, Thailand. A vocabulary pre- and post-test was used to evaluate the students’ vocabulary ability before and after the application of the integrated instruction. Additionally, students’ reflective journals (SRJ), a students’ perception questionnaire, and a semi-structured focus group interview provided qualitative data for analyzing the students’ perceptions toward the instruction. The findings revealed that all students’ test scores significantly improved and confirmed the effectiveness of the integrated instruction on vocabulary learning. All of the 45 students also reported positive perceptions toward the instruction. They reflected that the instruction was advantageous and practical since it facilitated their vocabulary learning, increased their self-confidence and improved their speaking skills. It also created a pleasant learning atmosphere, provided the students with more opportunities to participate in classroom activities, and encouraged the students to learn with technology.
Keywords: experiential learning, implicit and explicit vocabulary instruction, multimedia, project-based learning, Thai EFL senior high school students

Cite as: Somjai, S., & Soontornwipast, K. (2020). The Integration of Implicit and Explicit Vocabulary Instruction, Project-Based Learning, Multimedia, and Experiential Learning to Improve Thai EFL Senior High School Students’ Vocabulary Ability. Arab World English Journal (AWEJ) Special Issue on CALL (6). 171-190.
DOI: https://dx.doi.org/10.24093/awej/call6.12 

References

Agca, R. K., & Özdemir, S. (2013). Foreign language vocabulary learning with mobile technologies. Procedia-Social and Behavioral Sciences, 83, 781–785. http://doi.org/10.1016/j.sbspro .2013.06.147

Akbulut, Y. (2007). Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of English as a foreign language. Instructional Science35(6), 499-517.  DOI: 10.1007/s11251-007-9016-7

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Language Learning & Technology, 5(1), 202-232. https://doi.org/10125/25117

Baumann, J., Edwards, E., Boland, E. & Olejnik, S. (2003). Vocabulary tricks: effects of instruction in morphology and context on fifth-grade students’ ability to derive and infer word meanings. American Educational Research Journal, 40(2), 447-494. DOI:10.3102/00028312040002447

Beck, I. L., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: robust vocabulary instruction. New York: Guilford Press.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. https://doi.org/10.1080/00098650903505415

Blachowicz, C. & Fisher, P. (2000). Vocabulary instruction.  In M. J. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (pp. 503-523). Mahwah, NJ: Lawrence Erlbaum Associates.

Bradford-Watts, K. (2011). Students teaching students? Peer teaching in the EFL classroom in Japan. The Language Teacher, 35(5), 31-35.

Brady, E. M., Holt, S. and Welt, B. (2003). Peer teaching in lifelong learning institutes. Educational Gerontology, 29(10), 851-868.

Creswell, J. & Poth, N. C. (2013). Qualitative inquiry and research design: choosing among five approaches. Los Angeles, CA: Sage.

Creswell, J. W. & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

Cunningham, A. (2010). Vocabulary growth through independent reading and reading aloud to children. In E. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: bringing research to practice (pp. 45-65). New York: Routledge.

Dhanasobhon, S. (2006). English language teaching dilemma in Thailand. Retrieved from http://www.curriculumandinstruction.org/index.php?lay=show&ac=article&Id=539134523&Ntype=7

Donnelly, R. & Fitzmaurice, M. (2005). Collaborative project-based learning and problem-based learning in higher education: a consideration of tutor and student role in learner-focused strategies. In G. O’Neill, S. Moore & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching (pp. 87-98).  Dublin, AISHE/HEA.

Dubois, M. & Vial, I. (2000). Multimedia design: the effects of reading multimodal information. Journal of Computer Assisted Learning, 16(2), 157-165.

Graves, M. (2006). The vocabulary book: learning & instruction. New York: McGraw-Hill.

Greenwood, C. R., Arreaga-Mayer, C., Utley, C. A., Gavin, K. M., & Terry, B. J. (2001).  Classwide peer tutoring learning management system: applications with elementary level English language learners. Remedial and Special Education, 22, 34-47.

Gut, D. M., Farmer, T. W., Bishop, J. L., Hives, J., Aaron, A., & Jackson, F. (2004). The school engagement project: The academic engagement enhancement component. Preventing School Failure, 48, 4-9.

Harris, J. H. & Katz, L. G. (2001). Young investigators: the project approach in the early years. New York: Teachers College Press.

Harutyunyan, L. & Poveda, M. F. (2018). Students’ perception of peer review in an EFL classroom. English Language Teaching, 11(4), 138-151. DOI:10.5539/elt.v11n4p138

Hulstijn, J. H. (1997). Mnemonic methods in foreign language vocabulary learning: theoretical considerations and pedagogical implications. In J. Coady & E. Huckin (Eds.), Second language vocabulary acquisition: a rationale for pedagogy (pp. 203-224). Cambridge: Cambridge University.

Jingjit, M. (2015). The effects of multimedia learning on Thai primary pupils’ achievement in size and depth of vocabulary knowledge. Journal of Education and Practice, 6(33), 72-81.

Jonassen, D. H., Carr, C. & Yueh, H. P. (1998). Computers as mindtools for schools: engaging critical thinking. Techtrends, 43(2), 24-32.

Kenner, C. & Kress, G. (2004). Finding the keys to biliteracy: how young children interpret different writing systems. Language & Education, 18(2), 124-144.

Kim, D. & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114-126.

Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Kost, C. R., Foss, P. & Lenzini, J. (2008). Textual and pictorial gloss: effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32(1), 98-97. https://doi.org/10.1111/j.1944-9720.1999.tb02378.x

Kourea, L., Cartledge, G., & Musti-Rao, S. (2007). Improving the reading skills of urban elementary students through total class peer tutoring. Remedial and Special Education, 28(2), 95-107.

Lee, J. & VanPatten, B. (1995). Making communicative language teaching happen. San Francisco: McGraw-Hill.

Lehr, F., Osborn, J., & Hiebert, E. H. (2004). A focus on vocabulary. Honolulu, HI: Pacific Resources for Education and Learning.

Lewis, M. (2002). The lexical approachthe state of ELT and a way forward. London: Commercial Colour  Press.

Mackiewicz, S. M., Wood, C. L., Cooke, N. L. & Mazzotti, V. L. (2010). Effects of peer tutoring with audio prompting on vocabulary acquisition for struggling readers. Remedial and Special Education, 32(4), 345-354. doi:10.1177/0741932510362507

Malone, R. A., & McLaughlin, T. F. (1997). The effects of reciprocal peer tutoring with a group contingency on quiz performance in vocabulary with seventh- and eighth-grade students. Behavioral Interventions,       12(1), 27-40. https://doi.org/10.1002/(SICI)1099-078X(199701)12:1 <27::AID-BIN165>3.0.CO;2-K

McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.

McDuffie, K. A., Mastropieri, M. & Scruggs, T. E. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes: results for content learning and student-teacher interactions. Exceptional Children, 75(4), 493-510.

Moursund, D. (1999). Project-based learning using information technology. Eugene, Oregon: International Society for Technology in Education.

Nation, I. S. P. & Coady, J. (1988). Vocabulary and reading. In R. Carter & M. McCarthy (Eds.),  Vocabulary and language teaching (pp. 97-110). London: Longman.

Nation, I. S. P. (1982). Beginning to learn foreign vocabulary: a review of the research. RELC, 13, 14-36.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.

National Institute of Child Health and Human Development. (2000). Report of the national reading panel, teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Navasumrit, I. (1989). A study of the use of an EnglishEnglish dictionary with reference to the selection of meanings from contexts (Unpublished masterʼ thesis). Srinakarinwirot University, Bangkok, Thailand.

Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle.

Oxford, R. & Crookall, D. (1990). Issues and problems in L2 vocabulary learning. The Modern Language Journal, 73, 404-419.

Oxford, R. L. & Scarcella, R. C. (1994). Second language vocabulary learning among adults: state of the art in vocabulary instruction. System, 22(2), 231-243.

Pacific Resources for Education and Learning (PREL). (2008). Pacific CHILD teacherʼs manual. Honolulu: Author.

Paivio, A. (1990). Mental representations: a dual coding approach. New York: Oxford University Press.

Phisutthangkoon, K. (2012). The use of communicative activities to develop English speaking ability of the first-year diploma vocational students (Unpublished master’s thesis). Srinakarinwirot University, Bangkok, Thailand.

Pookcharoen, S. (2007). Exploring how teaching morphemic analysis fosters Thai EFL students’ vocabulary development. Journal of English Studies, 3, 85-105.

Sawangwaroros, B. (1984). American and British English. Phasa Parithat Journal, 4(2), 24-37.

Shrum, J. & Glisan, E. (2000). Teacher’s handbook: contextualized language instruction. Boston: Heinle & Heinle.

Solak, E. & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners’ vocabulary learning. The Journal of Educators, 13(2), 50-72.

Strauss, A. L. & Corbin, J. (1990). Basics qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage.

Sun, Y. & Dong, Q. (2010). An experiment on supporting children’s English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17(2), 131-147. https://doi.org/10.1080/0958822042000334217

Sunggingwati, D. (2018). Cooperative learning in peer teaching: a case study in an EFL context. Indonesian Journal of Applied Linguistics, 8(1), 149-157. doi: 10.17509/ijal.v8i1.11475

Suwantarathip, O. & Orawiwatnakul, W. (2015). Using mobile-assisted exercises to support students’ vocabulary skill development. TOJET: The Turkish Online Journal of Education and Technology, 14(1), 163-171.

Tang, T. S., Hernandez, E. J. & Barbara, S. A. (2004). Learning by teaching: a peer-teaching model for diversity training in medical school. Teaching & Learning in Medicine, 16(1), 60-63.

Tassinari, M. (1996). Hands-on projects take students beyond the book. Social Studies Review, 34(3), 16-20.

Texas Center for Reading and Language Arts (2002). Teacher reading academy. Austin, TX: University of Texas at Austin and the Texas Education Agency.

Velleman, P. F. & Moore, D. S. (1996). Multimedia for teaching statistics: promises and pitfalls. The American Statistician, 50(3), 217-226.

Waemusa, Z. (1993). An investigation of strategies for learning English vocabulary employed by Mathayom Suksa Six students in an Islamic private school (Unpublished master’s thesis). Mahidol University, Bangkok, Thailand.

Weberschock, T. B., Ginn, T. C., Reinhold, J. Strametz, R., Krug, D., Bergold, M. & Schulze, J. (2005). Change in knowledge and skills of year 3 undergraduates in evidence-based medicine seminars. Medical Education, 39(7), 665-671.

Wilkins, D. A. (1972). Linguistics in language teaching. London, UK: Edward Arnold.

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
https://orcid.org/0000-0002-0692-6766
https://dx.doi.org/10.24093/awej/call6.12

Satit Somjai is a full-time teacher at Bodindecha (Sing Singhaseni ) School, Thailand. He is
currently a Ph.D. candidate at the Language Institute of Thammasat University majoring in English
Language Teaching. https://orcid.org/0000-0002-0692-6766

Assistant Professor Kittitouch Soontornwipast, Ed.D. is a full-time lecturer at the Language
Institute of Thammasat University. His research interests include teacher training, instructional
media, action research for English teachers, and teaching methodology. http://orcid.org/0000-
0002-0461-7775