The Effects of Learning Conditioned Narrow Reading Instruction on Vocabulary Knowledge of English as Foreign Language (EFL) Learners
Keywords:
vocabulary knowledge, narrow reading, learning conditions, vocabulary learningAbstract
This single-group pretest and posttest research aims to 1) investigate the effectiveness of learning conditioned narrow reading instruction on vocabulary knowledge of Thai EFL learners, and 2) investigate the perceptions of students towards learning conditioned narrow reading instruction on vocabulary knowledge. The participants of this study were thirty grade 6 students enrolled in a regular program, academic year 2020 at a private school in Ayutthaya province, Thailand. The research instruments included 1) English vocabulary knowledge pretest and posttest 2) closed-ended questionnaire and 3) interview questions about the students’ perception toward learning vocabulary through learning conditioned narrow reading instruction. The data analysis employed the statistics of paired-sample t-test, mean, standard deviation and content analysis. The results indicated that 1) the learning condition narrow reading instruction had significant effect on the improvement of vocabulary knowledge, and 2) the result of the questionnaire and interview revealed that students had positive perceptions toward vocabulary learning through learning conditioned narrow reading.
References
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.
Boonyarattanasoontorn, P. (2017). An investigation of thai students english language writing difficulties and their use of writing strategies. Journal of Advanced Research in Social Sciences and Humanities, 2(2), 111-118.
Chang, A. C., & Renandya, W. A. (2020). The effect of narrow reading on L2 learners’ perceptions. RELC journal, 51(2), 244-258.
Chawwang, N. (2008). An investigation of English reading problems of Thai 12th Grade Students in Nakhonratchasima Educational Regions 1,2,3 and 7. (Master thesis). Srinakharinwirot, Bangkok.
Cho, K.-S., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37(8), 662-667.
Fikria, A. (2018). AN Intergration: Narrow Reading To West’s General Service List for Vocabulary Acquisition For Middle Sschool Level. IJET (Indonesian Journal of English Teaching), 7(1), 12-23.
Gardner, D. (2004). Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials. Applied Linguistics, 25(1), 1-37.
Joe, A. (1995). Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149-158.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357-377.
Kang, E. Y. (2015). Promoting L2 vocabulary learning through narrow reading. RELC journal, 46(2), 165-179.
Kotchana, S., & Tongpoon-Patanasorn, A. (2015). EFL Learners’ Vocabulary Size: A Case in the Northeastern Region of Thailand. AJE, 1(1).
Krashen, S. D. (2004). The case for narrow reading. Language Magazine, 3(5), 17-19.
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59(4), 567-587.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.
Meara, P. (1996). The dimensions of lexical competence. Performance and competence in second language acquisition, 35, 33-55.
Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73-115.
Nation. (2013). Learning Vocabulary in Another Language: Cambridge University Press.
Newton, J. (2013). Incidental vocabulary learning in classroom communication tasks. Language teaching research, 17(2), 164-187.
Patanasorn, C., & Patanasorn, A. (2011). English vocabulary size of Grade 6 students [Press release]
Pickens, J. (2005). Attitudes and perceptions. Organizational behavior in health care, 4(7).
Rababah, G. (2002). Communication Problems Facing Arab Learners of English.
Renandya, W. A., Krashen, S., & Jacobs, G. M. (2018). The Potential of Series Books: How Narrow Reading Leads to Advanced L2 Proficiency. LEARN Journal: Language Education and Acquisition Research Network, 11(2), 148-154.
Richards, J. C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice: Cambridge university press.
Rodgers, M., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45(4), 689-717.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge Cambridge University Press
Schmitt, N. (2008). Instructed second language vocabulary learning. Language teaching research, 12(3), 329-363.
Schmitt, N., & Carter, R. (2000). The lexical advantages of narrow reading for second language learners. Tesol Journal, 9(1), 4-9.
Srisawat, C., & Poonpon, K. (2014). An Investigation of vocabulary size of Thai university students. Paper presented at the The 3rd International Conference “Language, Society, and Culture in Asian Contexts”(LSCAC 2014) on Asian Dynamics: Prospects and Challenge.
Thornbury, S. (2006). How to teach vocabulary: Pearson Education India.
Ur, P. (2012). Vocabulary activities. Cambridge Cambridge university.
Webb, S., & Nation, P. (2017). How vocabulary is learned: Oxford University Press.
Wesche, M., & Paribakht, T. S. (1996). Enhancing Vocabulary Acquisition through Reading: A Hierarchy of Text-Related Exercise Types. Canadian Modern Language Review, 52(2), 155-178.
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review, 57(4), 541-572.
