LEARNING MANAGEMENT ACTIVITIES TO ENHANCE ENGLISH SENTENCE CONSTRUCTION SKILLS USING LESSON VOCABULARY FOR GRADE 5 STUDENTS
Article Sidebar
Main Article Content
Abstract
This research aimed to 1) develop the innovative pedagogical activities designed to enhance students' English sentence construction skills, particularly focusing on the integration of lesson vocabulary, 2) evaluate the efficacy of the instructional plans in improving sentence construction using the introduced vocabulary, and 3) study student satisfaction with a specifically designed questionnaire. A purposefully selected sample of 34 Grade 5 students from Prachaphiban School in Bangkok participated during the second semester of 2023. The research instruments included four instructional lesson plans; four sets of subjective tests, each containing five items, with item-objective congruence (IOC) values ranging from 0.67 to 1.00 and a reliability coefficient of 0.87; and a student satisfaction questionnaire concerning the learning activities, which had a reliability coefficient of 0.96. Data analysis revealed significant findings: 1) the pedagogical activities were grounded in established theoretical frameworks namely backward design, constructivist learning, social interaction, and active learning, 2) the instructional plans demonstrated exceptional efficacy, exceeding established benchmarks, E1/E2 = 80.88/80.58), indicating a remarkable improvement in student learning outcomes, and 3) positive student feedback revealed a high level of satisfaction with the implemented activities.
Article Details
References
Agrram, A. (2020). Higher Education Languages of Instruction in Morocco and their impact on theReceptive Vocabulary Size of Moroccan EFL Master Students. Arab World English Journal (AWEJ), 11(4), 194-206.
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction, The Guilford Press.
Best, J. W., & Kahn, J.V. (2014). Research in education (10th ed.). Pearson New International Edition.
Brahmawong, C. (2013). Testing the effectiveness of instructional media and teaching packages. Silpakorn Educational Research Journal, Faculty of Education, Silpakorn University, 5(1), 7–20. (In Thai)
Camacho, H., Dirckinck-Holmfeld, L., & Tabo, G. (2023). How to support teachers in becoming teachers as designers of student-centred approaches. Design and Technology Education. An International Journal, 28(2), 170–190.
Chankana, P., Pachoei, W., & Boomchum, P. (2024). The Development of Learning English Vocabulary in Daily Life via Online Games (WordWall): A Case Study of the 4th Year English Major Students at the Faculty
of Humanities and Social Sciences, Pibulsongkram Rajabhat University. Aksara Pibul Journal, 5(1), 75-88. (In Thai)
Charttrakul, K., & Damnet, A. (2021). Role of the CEFR and English Teaching in Thailand: A Case Study of Rajabhat Universities. Advances in Language and Literary Studies, 12(2), 82-89.
Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment: Cambridge University Press.
Demirkol Orak, S., & Al-khresheh, M. H. (2021). In between 21st century skills and constructivism in ELT: Designing a model derived from a narrative literature review. World Journal of English Language, 11(2), 166–173.
Felix, U. (2002). The web as a vehicle for constructivist approaches in language teaching. ReCall, 14(1), 2–15.
Gholami, V., Moghaddam, M., & Attaran, A. (2014). Towards an interactive EFL class: Using active learning strategies. The Clarion-International Multidisciplinary Journal, 3(2), 67-74.
Hosseini, H., Ohalak, A.. & Biria, R. (2019). Impact of Backward Design on Improving Iranian Advanced Learners’ Writing Ability: Teachers’ Practices and Beliefs. International Journal of Instruction, 12(2), 33-50.
Kasidit, W. (2023). Procedural Design for Developing English Major Students’Desirable Characteristics by Being Webinar Organizers. Journal of Information and Learning, 34(1), 12-23. (In Thai)
Kim, S.Y., & Kim, K.S. (2022). Vocabulary Transfer from Reading to Writing: A Comparisonof Essay Writing and Synchronous CMC. The Electronic Journal for English as a Second Language, 26(1), 1-21.
Kusmaryati, S.E. (2018). A Model of Communicative Teaching and Learning of English Vocabulary through Interactive Activities. PROMINENT Journal, 1(1), 21-36.
Masrai, A. (2022). The relationship between two measures of L2 phonological vocabulary knowledge and L2 listening comprehension. TESOL Journal,13(1), 1-16.
McMillan, J. H. (2007). Classroom assessment: Principles and practice for effective Standards based instruction. Pearson/Allyn & Bacon.
Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). http://academic.obec.go.th/images/document/1559878925_d_1.pdf. (In Thai)
Meara, P.M. (1996). The dimensions of lexical competence. In G. Brown, K. Malmkjaer, & J. Williams, (eds), Performance and Competence in Second Language Acquisition. Cambridge: Cambridge University Press.
Nation, I.S.P. (2022). Learning vocabulary in another language (Cambridge Applied Linguistics) (3rd ed.). Cambridge University Press.
Nontasee, W., & Sukying, A. (2020). The Acquisition of Vocabulary Knowledge in Thai EFL High School Students. Journal of Man and Society, Faculty of Humanities and Social Sciences, 6(1), 64-87.
Puyati, N., & Adipat, S. (2024). The Development Learning of English Vocabulary Retention by Using English Vocabulary Game for Students in Prathomsuksa 6. Journal of Institute of Trainer Monk Development, 7(2), 13-24. (In Thai)
Richards, J. (2013). Curriculum approaches in language teaching: forward, central and backward design. Australia: Sage.
Ruenkrue, A., & Thamrongsotthisakul, W. (2022). The Development of Team-Based Learning Activities to Enhance English Grammatical Ability for Grade 4 Students. Suan Dusit Graduate School Acdemic Journal, 19(1), 49-64. (In Thai)
Rungwaraphong, P. (2020). Using Glosses for Vocabulary Assistance in Thai EFL Reading Classes: An Investigation of Preferences, Effective Types and Elements. Electronic Journal of Foreign Language Teaching, 17(1), 301-317.
Stahr, L.S. (2008). Vocabulary size and the skills of listening, reading, and writing. Language Learning Journal, 36(2), 139-152.
Sukkrong, J., Wongsothorn, A., Yordchim, S., & Boonphadung, S. (2022). The Development of Business English Speaking for Communication Course for Business English Students at Three Rajabhat Universities in Southern Thailand. Narkputparitat Journal, 14(1), 33-42.
Tassawa, P., Thienpermpool, P., Adipattaranan, N., & Yangklang, P. (2021). The Development of Students’ English Writing Competency by Using Constructivist Teaching Model and Using Online Peer Feedback. Social Sciences Research and Academic Journal, 16(1), 59-70. (In Thai)
Taweerat, P. (2000). Research methodology in behavior and social science (7th ed.). Srinakharinwirot University.
Thornbury, S. (2002). How to Teach Vocabulary. Malaysia: Pearson Education Limited.
Vygotsky, L. S. (1978). Socio-cultural theory. Mind in society, 6, 52-58.
Webb, S. (2007). Learning word pairs and glossed sentences: the effects of a single context on vocabulary knowledge. Language Teaching Research, 11(1), 63-81.
Wongwanich, S. (2020). Design Research in Education. Cupress. (In Thai)
