EFL Learners’ Vocabulary Size: A Case in the Northeastern Region of Thailand
Keywords:
Vocabulary Size, Receptive Vocabulary Knowledge, Productive Vocabulary KnowledgeAbstract
A large vocabulary size provides a foundation for language learners to achieve language skills and is substantially important for second/foreign language development. Previous studies on vocabulary size in Thailand mainly examined learners’ receptive vocabulary knowledge with a small sample size. This present study, therefore, aimed to examine primary school students’ receptive and productive vocabulary knowledge with a larger samples size adopting Nation’s vocabulary size receptive and productive tests (2008). The data were collected from 453 Grade 6 students (201 males and 252 females) enrolled in the second semester of the 2014 academic year. The data were analyzed using mean ( χ ) and standard deviation (S.D.); Nation’s formula for the calculation of vocabulary size was adopted. The findings of the study revealed that Grade 6 students had a vocabulary size of approximately 462 words, and their productive vocabulary size is approximately 292.05 words. It is notable that the size of the receptive vocabulary is almost two times greater than the productive vocabulary size. Important factors affecting vocabulary knowledge and guidance for English language development in Thailand will be discussed.
References
Anderson, R. C., and Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.
Bautista, M.L.S., and Gonzalez, A. (2006). English in Southeast Asia. In B. Kachru, Y. Kachru, & C. Nelson (Eds.). The Handbook of World Englishes. (pp.130-144). Oxford: Blackwell.
Bernat E. and Lloyd, R. (2007). Exploring the Gender Effect on EFL Learners’ Beliefs about Language Learning. Australian Journal of Educational & Developmental Psychology. 7, (pp. 79-91).
Blake, J. (1989). Family Size and achievement. Berkeley, California: University of California Press.
Carter, A. (1993). Introducing Applied Linguistics (eds). London: Penguin Group. Catalán, R.M. & Gallego, M. (2005-2008). The Receptive Vocabulary of English Foreign Language Young Learners, Journal of English Studies, 5, (pp.173-191).
Chawwang, N. (2008). An investigation of English reading problems of Thai 12th Grade Students in Nakhonratchasima Educational Regions 1,2,3 and 7. Master’s Thesis, Department of Arts. Graduate School, Srinakharinwirot University.
Coady, J., Magoto, J., Hubbard, P., Graney, J., and Mokhtari, K. (1993). High frequency vocabulary and reading proficiency in ESL readers. In T. Huckin, M. Haynes & J. Coady Matsuoka & Hirsh: Vocabulary learning through reading 68 Reading in a Foreign Language 22(1) (Eds.), Second language reading and vocabulary learning (pp. 217–228). Norwood, NJ: Ablex.
Coady,J. and Huckin,T. (1997). Second Language Vocabulary Acquisition: Cambridge University Press.
Corson, D. J. (1995). Using English Words: Kluwer Academic Publishers.
Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Daly, C. (2003). Literature search on improving boys’ writing. Published by Ofsted.
DfES. (2007). Gender and education: the evidence of pupils in England.
Doff, A. (1990). Teach English. Cambridge: Cambridge University Press.
Edington, E.(1971). A Summary of Research in Rural Education: Testimony to the United States Senate Select Committee on Equal Educational Opportunity: New Mexico.
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University press.
Farkas, G. and Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge; Differences by class and race. Social Science Research, 33, 464-497.
Gairn, R. and Redman, S. (1990). Working With Words: A guide to Teaching and Learning Vocabulary.5th ed.[n.p.]: Cambridge University Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gilbert, A and Gugler, J, (1992). Cities Poverty and Development: urbanisation in the third World: Oxford University Press.
Grabe, W. (2009). Reading in a Second Language Moving from Theory to Practice. Cambridge: Cambridge University Press.
Hashemi, M. (2011). The impact of gender on language learning strategies of Iranian EFL learners. International Journal of Academic Research 3. (pp.280-285).
Hell, V. and Mahn, A.C. (1997). Keyword mnemonics versus rote rehearsal: learning concrete and abstract foreign words by experienced and inexperienced learners. Language Learning, 47(3), 507-546.
Hoff, E. (2003). The specificity of environmental influency: Socioeconomic status affects early vocabulary development. Child development, 74(5), (pp.1368-1378).
Jamtawee, T. (2000). Reading a Foreign language: Similarities and Differences between English and German. Thammasart Review, 5(1), (pp.134-146).
Jarkarta: ASEAN Secretary. (2008). The ASEAN Charter 1, Indonesia: ASEAN Secretariat 2008. Retrieved April 7, 2013, from https://www.asean.org/ archive/publications/ASEAN-Charter.pdf.
Jump, N. (1978). Psychometric Theory. 2 nd. Ed., New York: McGraw Hill.
Kaimook, K. (2002). Foundation of Data Analysis. [n.p]: Suranaree University of Technology.
Kantabutra, S. (2009). Using a DEA management tool through a nonparametric approach: An examination of urban-rural effects on Thai effiency. International Journal of Education Policy and Leadership. Retrieved 19 January, 2015, from https://journals.sfu.ca.ijepl/index.php/ijepl/article/view/157
Koda, K. (1989). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22, 529-542.
Krashen, S.D. and Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Krashen, S., and Tracy, T. (1983). Language Acquisition in the Classroom. Heywards, California: The Alemany Press.
Kelly Aidan. The SAGE dictionary of Social Research Methods: ONE-SHOT DESIGN. (2006) Available from: https://srmo.sagepub.com/view/the-sage-dictionary-of-socialresearch-methods/n133.xml
Krashen, S. D. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. Modern Language Journal, 73, (pp. 440-464).
Kweldju, S. (1997). Measuring English department students’ vocabulary size and developing a model of extensive reading with individualized vocabulary learning. RELC journal, 28(2), 146-148.
Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.). Special Language: From humans thinking to thinking machines (pp. 316-323). Clevedon: Multilingual Matters.
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In Arnaud and B éjoint (eds.), (1992), pp. 126-132.
Leki, I. and Carson, J. G. (1994). Student’s Perception of EAP Writing Instruction And Writing Needs across the Discipline. TESOL Quarterly, 28, (pp.81-101).
Lightbrown, P. and Nina, S.(1996). How Languages are Learned. New Yok: Oxford University Press.
MacIntyre, P. D., Baker, S.,Clément, R., and Donovan, L. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language learning, 52, 537-564.Masaeng, T. (198). Teaching English for Thai People. Bangkok: Non-formal education Department.
McColl, A. and Malhoit, G.C. (2004). Rural school facilities: State policies that provide students with an environment to promote learning. Arlington, VA: The Rural School and Community Trust.Meara, P. (1990a). A note on passive vocabulary. Second Language Research, 6,(pp.150-154).
Meara, P. (1996). The dimensions of lexical competence. In G. Brown, et al. (Eds.). Performance & competence in second language acquisition (pp. 35-54). Cambridge: Cambridge University Press. Nation, P. (1975). Motivation, repetition and language teaching techniques. ELT 29: 115-120.
Nation, P. (1990). Teaching and Learning Vocabulary. New York: Newbury House/ Harper & Row.
Nation, P. and Waring, R. (1997). Vocabulary size, text coverage and word lists. In N.Schmitt& M. McCarthy. (Eds.) : Vocabulary: Description, Acquisition and Pedagogy (pp.6-19). Cambridge: Cambridge University Press.
Nation, P. (2001). How many high frequency words are there in English? In M. Gill, A.W. Johnson, L.M. Koski, R.D. Sell and B. Wårvik (eds.) Language, Learning and Literature: Studies Presented to Håkan Ringbom English Department Publications 4, Åbo Akademi University, Åbo: 167-181.
Nation, P. (2008). Teaching Vocabulary: Strategies and Techniques. Boston: Heinle Cengage Learning.
Newton, J. and Nation, P. (1997). Vocabulary and teaching. In Second Language Vocabulary Acquisition J. Coady and T. Huckin (eds.) Cambridge University Press, Cambridge: 238-254.
Noom-ura, S. (2013). English teaching problems and teachers’ needs for professional development. At The 33rd Annual Thailand TESOL International Conference. (25-26 January, 2013).
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL-Quarterly, 37, 4, Winter 2003.
Ofsted (2005a). English 2000-05: a review of inspection evidence (reference no: HMI 2351).
Ofsted (2005b). Informing practice in English: a review of recent research in literature and the teaching English. Debra Myhill and Ros Fisher, University of Exeter.
Prados, M. D. (2010). Gender and L1 influence on EFL learners’ lexicon. In R. M. J. Catalan (Ed.). Gender perspectives on vocabulary in foreign and second language (pp.44-73). New York: Palgrave Macmillan.
Prasertsook, K. (2012). ASEAN insight: English proficiency and ASEAN Bangkokbiznews. Retrieved 19 April, 2014, from www.bangkokpost.com/ news/local/304600/thairanks-no-42-in-english
Patanasorn, C. and Patanasorn, A. (2011a). English vocabulary size of Grade 6 students. ICER 2011: Learning Community for Sustainable Development September 9-10, 2011, KKU, Thailand.
Patanasorn, C. and Patanasorn, A. (2011b).Gender Effects on Second Language Vocabulary Size and Proficiency of Primary School Students. ICER 2011: Learning Community for Sustainable Development September 9-10, 2011, KKU, Thailand.
Pinyosunun, A. (2005). Problem in using the English language of MBA and MA international graduate students in private universities. Master of Arts Thesis in English Business and Technology, the University of Thai Chamber of Commerce.
Read, J. (2000). Assessing Vocabulary. Cambridge: University Press.
Scarcella, R. and Zimmerman, C. (1998). Academic words and gender. Studies in Second Language Acquisition, 20, (pp. 27-49).
Sewell, W. and Shah, V. (1967). Socioeconomic Status, Intelligence, and the Attainment of Higher Education Sociology of Education, Volume 40, Issue 1 (Winter, 1967), 1-23.
Srisawat, C. and Poonpon, K. (2014). An Investigation of Vocabulary Size of Thai University Students. The 3rd International Conference “Language, Society, and Culture in Asian Contexts” (LSCAC 2014) on Asian Dynamics: Prospects and Challenge.
Supatranont, P. (2005). Classroom Concordancing: Increasing Vocabulary Size for Academic Reading. Proceeding from The 3rd International Conference Language, Society and Culture in Asian Contexts.
The Ministry of Education (2001). English Curriculum in 2001. Bangkok: Khurusapha Press.[in Thai].
The Ministry of Education (2008).English Curriculum in 1996. Bangkok: Khurusapha Press.[in Thai].
Ushioda, E. (1994). L2 motivation as a qualitative construct. Teanga, 14,76-84.
Weber, G. (2008. Top languages: The world’s 10 most influential language. Retrieved 20,2015, from https://www.andaman.org/BOOK/reprints/Weber/rep-weber.htm
Wiriyachittra, A. (1986). Teaching vocabulary. In K. Prapphal, S. Wongbiasaj&K.Maurice. (Eds.). Methods and techniques that work. (pp.130-140). Bangkok:[n.p.].
Wiriyachitra, A. (2002). English language teaching and learning in Thailand in this decade. Thai TESOL Focus, 15(1), 4-9.
Yamane, T. (1967). Statistics, An Introductory Analysis, 2nd Ed., New York: Harper and Row.
Younger, M. and Warrington, M. with Gray, J., MacLellan, R., Bearne, E., Kershner, R. and Bricheno, P. (2005). Raising boys’ achievement: a study funded by the Department for Education and Skills (University of Cambridge, Faculty of Education.)
Zhou, S. (2010). Comparing Receptive and productive Academic Vocabulary Knowledge of Chinese EFL Learners. Asian Social Science. Vol.6, No. 10.
Bautista, M.L.S., and Gonzalez, A. (2006). English in Southeast Asia. In B. Kachru, Y. Kachru, & C. Nelson (Eds.). The Handbook of World Englishes. (pp.130-144). Oxford: Blackwell.
Bernat E. and Lloyd, R. (2007). Exploring the Gender Effect on EFL Learners’ Beliefs about Language Learning. Australian Journal of Educational & Developmental Psychology. 7, (pp. 79-91).
Blake, J. (1989). Family Size and achievement. Berkeley, California: University of California Press.
Carter, A. (1993). Introducing Applied Linguistics (eds). London: Penguin Group. Catalán, R.M. & Gallego, M. (2005-2008). The Receptive Vocabulary of English Foreign Language Young Learners, Journal of English Studies, 5, (pp.173-191).
Chawwang, N. (2008). An investigation of English reading problems of Thai 12th Grade Students in Nakhonratchasima Educational Regions 1,2,3 and 7. Master’s Thesis, Department of Arts. Graduate School, Srinakharinwirot University.
Coady, J., Magoto, J., Hubbard, P., Graney, J., and Mokhtari, K. (1993). High frequency vocabulary and reading proficiency in ESL readers. In T. Huckin, M. Haynes & J. Coady Matsuoka & Hirsh: Vocabulary learning through reading 68 Reading in a Foreign Language 22(1) (Eds.), Second language reading and vocabulary learning (pp. 217–228). Norwood, NJ: Ablex.
Coady,J. and Huckin,T. (1997). Second Language Vocabulary Acquisition: Cambridge University Press.
Corson, D. J. (1995). Using English Words: Kluwer Academic Publishers.
Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Daly, C. (2003). Literature search on improving boys’ writing. Published by Ofsted.
DfES. (2007). Gender and education: the evidence of pupils in England.
Doff, A. (1990). Teach English. Cambridge: Cambridge University Press.
Edington, E.(1971). A Summary of Research in Rural Education: Testimony to the United States Senate Select Committee on Equal Educational Opportunity: New Mexico.
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University press.
Farkas, G. and Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge; Differences by class and race. Social Science Research, 33, 464-497.
Gairn, R. and Redman, S. (1990). Working With Words: A guide to Teaching and Learning Vocabulary.5th ed.[n.p.]: Cambridge University Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gilbert, A and Gugler, J, (1992). Cities Poverty and Development: urbanisation in the third World: Oxford University Press.
Grabe, W. (2009). Reading in a Second Language Moving from Theory to Practice. Cambridge: Cambridge University Press.
Hashemi, M. (2011). The impact of gender on language learning strategies of Iranian EFL learners. International Journal of Academic Research 3. (pp.280-285).
Hell, V. and Mahn, A.C. (1997). Keyword mnemonics versus rote rehearsal: learning concrete and abstract foreign words by experienced and inexperienced learners. Language Learning, 47(3), 507-546.
Hoff, E. (2003). The specificity of environmental influency: Socioeconomic status affects early vocabulary development. Child development, 74(5), (pp.1368-1378).
Jamtawee, T. (2000). Reading a Foreign language: Similarities and Differences between English and German. Thammasart Review, 5(1), (pp.134-146).
Jarkarta: ASEAN Secretary. (2008). The ASEAN Charter 1, Indonesia: ASEAN Secretariat 2008. Retrieved April 7, 2013, from https://www.asean.org/ archive/publications/ASEAN-Charter.pdf.
Jump, N. (1978). Psychometric Theory. 2 nd. Ed., New York: McGraw Hill.
Kaimook, K. (2002). Foundation of Data Analysis. [n.p]: Suranaree University of Technology.
Kantabutra, S. (2009). Using a DEA management tool through a nonparametric approach: An examination of urban-rural effects on Thai effiency. International Journal of Education Policy and Leadership. Retrieved 19 January, 2015, from https://journals.sfu.ca.ijepl/index.php/ijepl/article/view/157
Koda, K. (1989). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22, 529-542.
Krashen, S.D. and Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.
Krashen, S., and Tracy, T. (1983). Language Acquisition in the Classroom. Heywards, California: The Alemany Press.
Kelly Aidan. The SAGE dictionary of Social Research Methods: ONE-SHOT DESIGN. (2006) Available from: https://srmo.sagepub.com/view/the-sage-dictionary-of-socialresearch-methods/n133.xml
Krashen, S. D. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. Modern Language Journal, 73, (pp. 440-464).
Kweldju, S. (1997). Measuring English department students’ vocabulary size and developing a model of extensive reading with individualized vocabulary learning. RELC journal, 28(2), 146-148.
Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.). Special Language: From humans thinking to thinking machines (pp. 316-323). Clevedon: Multilingual Matters.
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In Arnaud and B éjoint (eds.), (1992), pp. 126-132.
Leki, I. and Carson, J. G. (1994). Student’s Perception of EAP Writing Instruction And Writing Needs across the Discipline. TESOL Quarterly, 28, (pp.81-101).
Lightbrown, P. and Nina, S.(1996). How Languages are Learned. New Yok: Oxford University Press.
MacIntyre, P. D., Baker, S.,Clément, R., and Donovan, L. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language learning, 52, 537-564.Masaeng, T. (198). Teaching English for Thai People. Bangkok: Non-formal education Department.
McColl, A. and Malhoit, G.C. (2004). Rural school facilities: State policies that provide students with an environment to promote learning. Arlington, VA: The Rural School and Community Trust.Meara, P. (1990a). A note on passive vocabulary. Second Language Research, 6,(pp.150-154).
Meara, P. (1996). The dimensions of lexical competence. In G. Brown, et al. (Eds.). Performance & competence in second language acquisition (pp. 35-54). Cambridge: Cambridge University Press. Nation, P. (1975). Motivation, repetition and language teaching techniques. ELT 29: 115-120.
Nation, P. (1990). Teaching and Learning Vocabulary. New York: Newbury House/ Harper & Row.
Nation, P. and Waring, R. (1997). Vocabulary size, text coverage and word lists. In N.Schmitt& M. McCarthy. (Eds.) : Vocabulary: Description, Acquisition and Pedagogy (pp.6-19). Cambridge: Cambridge University Press.
Nation, P. (2001). How many high frequency words are there in English? In M. Gill, A.W. Johnson, L.M. Koski, R.D. Sell and B. Wårvik (eds.) Language, Learning and Literature: Studies Presented to Håkan Ringbom English Department Publications 4, Åbo Akademi University, Åbo: 167-181.
Nation, P. (2008). Teaching Vocabulary: Strategies and Techniques. Boston: Heinle Cengage Learning.
Newton, J. and Nation, P. (1997). Vocabulary and teaching. In Second Language Vocabulary Acquisition J. Coady and T. Huckin (eds.) Cambridge University Press, Cambridge: 238-254.
Noom-ura, S. (2013). English teaching problems and teachers’ needs for professional development. At The 33rd Annual Thailand TESOL International Conference. (25-26 January, 2013).
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL-Quarterly, 37, 4, Winter 2003.
Ofsted (2005a). English 2000-05: a review of inspection evidence (reference no: HMI 2351).
Ofsted (2005b). Informing practice in English: a review of recent research in literature and the teaching English. Debra Myhill and Ros Fisher, University of Exeter.
Prados, M. D. (2010). Gender and L1 influence on EFL learners’ lexicon. In R. M. J. Catalan (Ed.). Gender perspectives on vocabulary in foreign and second language (pp.44-73). New York: Palgrave Macmillan.
Prasertsook, K. (2012). ASEAN insight: English proficiency and ASEAN Bangkokbiznews. Retrieved 19 April, 2014, from www.bangkokpost.com/ news/local/304600/thairanks-no-42-in-english
Patanasorn, C. and Patanasorn, A. (2011a). English vocabulary size of Grade 6 students. ICER 2011: Learning Community for Sustainable Development September 9-10, 2011, KKU, Thailand.
Patanasorn, C. and Patanasorn, A. (2011b).Gender Effects on Second Language Vocabulary Size and Proficiency of Primary School Students. ICER 2011: Learning Community for Sustainable Development September 9-10, 2011, KKU, Thailand.
Pinyosunun, A. (2005). Problem in using the English language of MBA and MA international graduate students in private universities. Master of Arts Thesis in English Business and Technology, the University of Thai Chamber of Commerce.
Read, J. (2000). Assessing Vocabulary. Cambridge: University Press.
Scarcella, R. and Zimmerman, C. (1998). Academic words and gender. Studies in Second Language Acquisition, 20, (pp. 27-49).
Sewell, W. and Shah, V. (1967). Socioeconomic Status, Intelligence, and the Attainment of Higher Education Sociology of Education, Volume 40, Issue 1 (Winter, 1967), 1-23.
Srisawat, C. and Poonpon, K. (2014). An Investigation of Vocabulary Size of Thai University Students. The 3rd International Conference “Language, Society, and Culture in Asian Contexts” (LSCAC 2014) on Asian Dynamics: Prospects and Challenge.
Supatranont, P. (2005). Classroom Concordancing: Increasing Vocabulary Size for Academic Reading. Proceeding from The 3rd International Conference Language, Society and Culture in Asian Contexts.
The Ministry of Education (2001). English Curriculum in 2001. Bangkok: Khurusapha Press.[in Thai].
The Ministry of Education (2008).English Curriculum in 1996. Bangkok: Khurusapha Press.[in Thai].
Ushioda, E. (1994). L2 motivation as a qualitative construct. Teanga, 14,76-84.
Weber, G. (2008. Top languages: The world’s 10 most influential language. Retrieved 20,2015, from https://www.andaman.org/BOOK/reprints/Weber/rep-weber.htm
Wiriyachittra, A. (1986). Teaching vocabulary. In K. Prapphal, S. Wongbiasaj&K.Maurice. (Eds.). Methods and techniques that work. (pp.130-140). Bangkok:[n.p.].
Wiriyachitra, A. (2002). English language teaching and learning in Thailand in this decade. Thai TESOL Focus, 15(1), 4-9.
Yamane, T. (1967). Statistics, An Introductory Analysis, 2nd Ed., New York: Harper and Row.
Younger, M. and Warrington, M. with Gray, J., MacLellan, R., Bearne, E., Kershner, R. and Bricheno, P. (2005). Raising boys’ achievement: a study funded by the Department for Education and Skills (University of Cambridge, Faculty of Education.)
Zhou, S. (2010). Comparing Receptive and productive Academic Vocabulary Knowledge of Chinese EFL Learners. Asian Social Science. Vol.6, No. 10.
Downloads
Published
2015-12-29
How to Cite
Kotchana, S., & Tongpoon-Patanasorn, A. (2015). EFL Learners’ Vocabulary Size: A Case in the Northeastern Region of Thailand. ASEAN Journal of Education, 1(1), 9–26. Retrieved from https://so01.tci-thaijo.org/index.php/AJE/article/view/180797
Issue
Section
Research Articles
License
1 All articles will undergo a formal peer-review. A panel of experts from within or without the university will examine the article; approval from a minimum of two experts is required for publication. Revisions posed by the experts must be completed by the research prior to publication.
2 Once published in the ASEAN Journal of Education, the article becomes intellectual property of Suan Dusit University. Duplication, in full or part, requires permission from Suan Dusit University.
3 Excluding errors incurred during printing, author(s) are responsible for the content of their articles.
