The Effects of Using Computer Assisted Language Learning in Enhancing Vocabulary Knowledge of English I Student at a Private University in Nakhon Pathom
Keywords:
Computer Assisted Language Learning, Vocabulary KnowledgeAbstract
The purpose of this research study was to examine the relationship between computer assisted language learning program with vocabulary knowledge. The researcher employed a quasi-experimental research design within a group of 20 first-year students enrolled in English I class. A paired T-test statistical analysis was used to examine the results of pre and post-tests while a 5-point Likert scale attitudinal survey was used for the opinions of the participants. The computer language learning program intervention took an hour for the pre-test on the first day and 10 hours for two-month practice. A one-hour for the post-test was conducted on the last day of the study. The results of testing instruments indicated a significant difference of 0.01 in favor of the post-test in which students had considerably improved their vocabulary knowledge; while the participants' opinions of the whole program was significantly positive. The findings of this study were parallel to those of previous research indicating that computer language learning program enhanced vocabulary knowledge. Most significantly, based on the findings of the present research, it was suggested that theuse of computer assisted language learning program could enhance the vocabulary knowledge of the students.
References
Beatty, K. (2003). Teaching and Researching Computer-Assisted Language Learning.London, Pearson Education.
Boonkongsaen, N. & Intraprasert, C. (2014). Use of English Vocabulary Learning Strategies by Thai Tertiary-level Students in Relations to Fields of Study and Language-learning Experiences. English Language Teaching, 7(5), 59-70.
Castro, R. (2015). The Effects of Using Structural and Contextual Analyses Strategy in Developing the Vocabulary Skill of Undergraduate Students at a Private University in Nakhon Pathom. Graduate School, Christian University of Thailand.
Dewan, G. (2013). Computer Assisted Vocabulary Learning Package for Nursing Students and their Learning Attitude. Prince of Songkla University. Master of Arts Degree in Teaching English as an International Language. Retrieved August 14, 2016,from http://kb.psu.ac.th/.
Egbert, J.L. (2005). Conducting research on CALL In J.L. Egbert & G.M. (Eds.).CALL research perspectives. Mahwah, NJ: Lawrence Erlbaum.
Khodaparast, F. & Ghafournia, N. (2015). The Effects of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learner,8(4), 117-127 Retrieved August 8, 2016, from www.eric.ed.gov.
Levy, M. (1997). Context and Conceptualization. Oxford: Oxford University Press.
Liangpanit, C. (2015). Vocabulary Learning Strategies for Thai Learners: Research to Practice.Journal of Humanities and Social Sciences. Thaksin University, 15(2), 119-131.
Motteram, G. (2013). Voices. The benefits of new technology in language learning.Retrieved August 5, 2016, from www.britishcouncil.com.
Sedita, J. (2005). Effective Vocabulary Instruction. Insights on Learning Disabilities, 2(1), 33-45.
Shao, J. (2012). A Study of Multimedia Application-based Vocabulary Acquisition. Canadian Center of Science and Education, 5(10), 202-207.
Stempleski, S. (2014). Stretch 2. Oxford University Press.
Suppasetseree, S. & Linh, N.D. (2016). The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students' Writing Skills.IAFOR Journal of Language Learning, 2(1), https://doi.org/10.22492/ijll.2.1.04
Wilkins, D. (1972). Linguistics in Language Teaching. London: Arnold.
