Computer-Assisted English Lessons for Logistics with Task-Based Language Teaching for Enhancing Receptive and Productive Vocabulary Knowledge of EFL Thai Learners

Autor/inn/en	Durongbhandhu, Nunpaporn; Suwanasilp, Danuchawat
Titel	Computer-Assisted English Lessons for Logistics with Task-Based Language Teaching for Enhancing Receptive and Productive Vocabulary Knowledge of EFL Thai Learners
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 16 (2023) 1, S.47-74 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Computer Assisted Instruction; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; College Students; Task Analysis; Instructional Effectiveness; Comparative Analysis; Scores; Pretests Posttests; Receptive Language; Expressive Language; Vocabulary Development; Correlation; English for Special Purposes; Thailand + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Collegestudent; Aufgabenanalyse; Unterrichtserfolg; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Korrelation
Abstract	Language Instruction, especially teaching and learning English for specific purposes (ESP) with Computer-Assisted Language Learning (CALL) has grown in popularity for over a decade. Task-based Language Teaching (TBLT) is one of the appropriate teaching approaches used to make CALL more effective. This study attempts to develop, implement, and compare Computer-Assisted English Lessons for Logistics with Task-Based Language Teaching used for enhancing learners' receptive and productive vocabulary knowledge of English for Logistics in an experimental group, and a control group. A randomized pretest and posttest design was used. The participants included 48 Thai EFL college learners, and they were placed randomly into the control group (N = 24) and the experimental group (N = 24). Then, both groups took a pretest, the experimental group received the treatment through CALL-based instruction with TBLT while the control group was taught based on traditional approaches. Data were collected via posttest and pretest scores. The finding of one-way MANOVA indicated that the experimental group significantly outperformed the control group on both receptive and productive vocabulary posttest. This study implied that EFL Thai learners could improve their receptive and productive vocabulary knowledge through an ESP course designed for the integration between CALL and TBLT. This gave EFL practitioners a guideline for ESP course design, and it would also demonstrate the benefit of CALL implementation with TBLT in real-world teaching in the Thai EFL context. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01