Vocabulary Learning through Audio-Visual Input of Thai Primary School EFL Students

Autor/inn/en	Lampai, Chowarat; Sukying, Apisak
Titel	Vocabulary Learning through Audio-Visual Input of Thai Primary School EFL Students
Quelle	In: Journal of Education and Learning, 12 (2023) 4, S.26-41 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Linguistic Input; Audiovisual Instruction; Teaching Methods; Foreign Countries; Vocabulary Development; Instructional Effectiveness; Comparative Analysis; Grammar; Grade 6; Language Tests; Receptive Language; Expressive Language; Scores; Student Attitudes; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Wortschatzarbeit; Unterrichtserfolg; Grammatik; School year 06; 6. Schuljahr; Schuljahr 06; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; Schülerverhalten
Abstract	This research aims to improve the vocabulary knowledge of Thai EFL students by using audio-visual aids as instructional tools. Hopefully, this study serves as an initial foundation to develop students' vocabulary knowledge and benefit the pedagogical development in Thailand. Consequently, this research aimed to explore the effectiveness of audio-visual instruction in acquiring vocabulary knowledge, with a specific focus on the form-meaning links in Thai EFL primary school students. Additionally, this study investigated the students' perceptions of audio-visual input in enhancing vocabulary knowledge. The study included one experimental group consisting of 51 sixth-grade students. Two tests were used to measure the reception and production of form-meaning links (L2-to-L1 Translation Test and L1-to-L2 Translation Test). A questionnaire was used to examine the students' perceptions of the form-meaning links of vocabulary knowledge through audio-visual input. The results showed that the participants achieved higher scores on the reception and production tests of form-meaning links in the post-test than in the pre-test, revealing statistically significant differences. Furthermore, the students performed better on the reception test of the form-meaning link than on the production test in both time points, and the reception test was also higher in advancement than the production test. Finally, the reports demonstrated that the instructional intervention of form-meaning links of vocabulary knowledge (audio-visual input) positively benefits the development of students' vocabulary. The findings suggest that students' reception of vocabulary knowledge through audio-visual input is more advanced than their production of vocabulary knowledge. Moreover, the input of students' vocabulary knowledge contributes to acquiring and developing their knowledge. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01