Intentional Intermediate Vocabulary Instruction through Vocabulary Awareness and Reading Proficiency A Case Study of Thai Japanese Learners

Abstract

This study aimed to (1) examine the effects of intentional intermediate-level vocabulary instruction through vocabulary awareness on learners’ reading ability in terms of reading speed and reading accuracy; (2) investigate the influence of Japanese language achievement on learners’ reading ability in terms of reading speed and accuracy when they were taught through intentional intermediate-level vocabulary instruction based on vocabulary awareness; and (3) examine the extent to which Japanese language achievement and reading speed predict changes in reading accuracy. The participants were 55 third-year undergraduate students enrolled in grammar-related courses in the first semester of the 2024 academic year. They were selected using purposive sampling. The instructional intervention lasted 15 weeks and integrated intentional intermediate-level vocabulary instruction through vocabulary awareness. The research instrument was a reading ability test consisting of five reading passages. The data independent using a paired-samples t-test to compare differences in reading ability before and after instruction, regression analysis and multiple regression analysis to examine the influence and predictive power of the independent variables on learners’ reading ability. The results revealed that intentional intermediate-level vocabulary instruction based on vocabulary awareness significantly enhanced learners’ reading speed. However, although post-test scores for reading accuracy increased, the difference was not statistically significant. Furthermore, the results of the multiple regression analysis indicated that Japanese language achievement was a significant predictor of learners’ reading ability when they received intentional intermediate-level vocabulary instruction through vocabulary awareness.