The Effects of Blended Learning Instruction on Vocabulary Knowledge of Thai Primary School Students

Autor/inn/en	Katasila, Phichitra; Poonpon, Kornwipa
Titel	The Effects of Blended Learning Instruction on Vocabulary Knowledge of Thai Primary School Students
Quelle	In: English Language Teaching, 15 (2022) 5, S.52-68 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Blended Learning; Teaching Methods; Student Attitudes; Elementary School Students; Positive Attitudes; Vocabulary Development; Learning Processes; Foreign Countries; Grade 5; Grade 6; Pretests Posttests; Computer Software; Language Tests; English (Second Language); Second Language Learning; Second Language Instruction; Thailand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Wortschatzarbeit; Learning process; Lernprozess; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	The present study aimed to investigate the effects of blended learning instruction on vocabulary knowledge of Thai primary school students and students' perceptions toward learning vocabulary through blended learning instruction. A mixed-methods approach was used. Quantitatively, a single group pretest-posttest design was used to measure students' vocabulary knowledge after ten weeks of vocabulary lessons via blended learning instruction. The qualitative method focused on students' perceptions toward blended learning instruction. There were a total of eight student participants at a small school in Kosumphisai, Maha Sarakham province. Three students were in fifth grade and five students in sixth grade. Two research instruments were used in this study: a pre-and-post-test and an in-depth interview. The quantitative results revealed that the post-test score was higher than the pretest score. The blended learning instruction can improve the students' vocabulary knowledge. The qualitative results showed that students had positive attitudes toward blended learning instruction on vocabulary teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01