Suchergebnisse

This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text. The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university. Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants' VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners' previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand.

This study investigates the effectiveness of reading strategies employed by Thai EFL lower secondary students of the scientific ability program at one private and two government secondary schools in Thailand's southern province. The study integrated cognitive, metacognitive, determination, social, and memory strategies into the reading treatment. The results are expected to enhance the student's regulation in applying the reading strategies instruction techniques. The study's participants were thirty Thai EFL students from Grade 7 in a government secondary school in southern Thailand. The data were analyzed and interpreted quantitatively and qualitatively. The training program consisted of five reading strategies, eight scientific reading modules, and a variety of enriching and engaging activities. Therefore, the thematic analysis of the interview data revealed overall satisfaction and enhanced students and teachers' positive attitudes towards Science in English and the benefits of using reading for developing a Science curriculum.