The Comparison Between the Effectiveness of the Traditional Teaching Method and the Usage of Images in Vocabulary Teaching
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The purposes of this study were to 1) compare the effectiveness of the traditional teaching method and the usage of images to teach vocabulary, and 2) determine whether the traditional teaching method or the usage of images should be used in vocabulary teaching. The participants consisted of 58 ninth-grade L2 students from Patongprathankiriwat School, Thailand. A pre-test and a post-test, validated by three experts, were employed as the main research instruments to assess students’ English vocabulary knowledge before and after receiving instruction through one of the two teaching methods. The data were analyzed through mean, standard deviation, and paired samples t-test.
The results unveiled that the experimental group (n = 34), which learnt vocabulary through images, achieved a mean score of 7.03 in the post-test compared to 6.08 achieved by the control group (n = 24), which learnt vocabulary without images. This showed that the usage of images was more effective than the traditional teaching method in vocabulary teaching. The data indicated that the students receiving the usage of images were able to memorize vocabulary better than those receiving the traditional teaching method. Furthermore, the added section in the post-test revealed that the effectiveness of the traditional teaching method was rated 3.50, and the usage of images was rated 3.62. The latter possessed a higher rating, indicating that the students perceived this method as more effective for vocabulary retention. Therefore, the usage of images should be included in vocabulary teaching because teachers could utilize pictures to make the lessons more interesting and memorable. The usage of images could also be combined with different teaching methods, such as role-playing, spelling bees, and flashcards, to create an enjoyable atmosphere in class. For example, students spell words from the given pictures.
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ทุกบทความที่ได้รับการตีพิมพ์ ผ่านการประเมินจากผู้ทรงคุณวุฒิ (Peer Review) จำนวน 3 ท่าน จากหลากหลายสถาบัน โดยผู้ประเมินบทความไม่ทราบชื่อผู้เขียน และผู้เขียนไม่ทราบชื่อผู้ประเมิน (Double-blind Review)
ข้อความและบทความในวารสารหาดใหญ่วิชาการเป็นแนวคิดของผู้เขียน มิใช่ความคิดเห็นของคณะผู้จัดทำ และมิใช่ความรับผิดชอบของมหาวิทยาลัยหาดใหญ่ กองบรรณาธิการวารสารหาดใหญ่วิชาการ ไม่สงวนสิทธิ์การคัดลอกบทความเพื่อใช้ประโยชน์ทางวิชาการ แต่ให้อ้างอิงแสดงที่มาของบทความ
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