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Jenpattarakul, Win
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An Examination of the Usage of Vocabulary Retention Techniques (VRTs) of Thai Undergraduate EFL Students Jenpattarakul, Win
Mediterranean Journal of Social Sciences Vol. 3 No. 2 (2012): May 2012
Publisher : Richtmann Publishing

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This study aimed to 1) investigate the usage of vocabulary retention techniques (VRTs) of the second-year students atBangkok University 2) compare the usage of vocabulary retention techniques (VRTs) between achievers and underachievers 3)compare the usage of vocabulary retention techniques (VRTs) of the second-year students who have different reading behavioroutside of class. The instruments used for collecting data were a questionnaire and an in-depth interview. Proportional stratifiedrandom sampling was employed to formulate a sample of 364 students from nine faculties of Bangkok University. The data werestatistically analyzed in terms of mean and standard deviation. t-Test analysis was used to find the difference between achieversand underachievers on the usage of vocabulary retention techniques (VRTs). In addition, One-way Analysis of Variance(ANOVA) and Welch test were used to compare the usage of vocabulary retention techniques (VRTs) of students with differentreading behavior outside of class. For the in-depth interview, six underachievers and six achievers were randomized through asimple random sampling technique to give their opinions on the questions provided, and the data were collected to assure theresults of the study. The results of this study showed that the overall usage of vocabulary retention techniques (VRTs) ofBangkok University students was at a medium level, and significant differences existed in vocabulary retention techniques(VRTs) usage between the achievers and underachievers and of the students with different reading behavior outside of class.The findings of this research would help the teachers to improve the process and material for teaching and learning vocabularyretention techniques (VRTs) and raise awareness of vocabulary retention techniques(VRTs) among the students in order toenhance the students’ lexical competence which can develop their reading comprehension. Pedagogical implications intoteaching vocabulary retention techniques (VRTs) were suggested.
The Impact of Keyword Technique on the Students’ Vocabulary Retention Ability in an EFL Class Jenpattarakul, Win
Mediterranean Journal of Social Sciences Vol. 3 No. 3 (2012): September 2012
Publisher : Richtmann Publishing

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This paper makes an effort to show the effectiveness of keyword technique as a vocabulary retention technique. The studywas a one-group pretest-posttest experiment and aimed to investigate the effect of keyword technique on vocabularies retention ability of40 Bangkok University students and explore their attitude towards the use of keyword technique. The instruments were the vocabularytests, and the questionnaire exploring attitude towards keyword technique. The pretest and posttest scores of the experimental groupwere calculated by descriptive statistics and compared by using a dependent t-Test measure. It was found that students obtained higherscores for the posttest than the pretest scores at the 0.05 level of significance. In addition, their attitude towards using the keywordtechnique was at a high level. Moreover, the results from this study supported that using keyword technique helped the students storeand retrieve a new bunch of vocabularies, motivated them to learn English language and expanded their imagination and creativity.Pedagogical implications into vocabulary retention technique were suggested.
The Exploration of Reading Strategies Employed by Thai EFL Students (A Case Study of Bangkok University) Jenpattarakul, Win
Mediterranean Journal of Social Sciences Vol. 3 No. 10 (2012): Special Issue
Publisher : Richtmann Publishing

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The purposes of this research were to 1) investigate the use of reading strategies of second-year students at BangkokUniversity 2) compare the use of reading strategies between the achievers and underachievers 3) compare the use of readingstrategies of second-year students who have different years of studying English and different reading behavior outside of class.The instruments used for collecting data were a questionnaire and an in-depth interview. Proportional stratified random samplingwas employed to formulate a sample of 370 students from nine faculties of Bangkok University. The data were statisticallyanalyzed in terms of mean and standard deviation. A t-test analysis was used to find the difference between the achievers andunderachievers on the use of reading strategies. In addition, One-way Analysis of Variance (ANOVA) was used to compare theuse of reading strategies of students with different years of studying English and different reading behavior outside of class. Forthe in-depth interview, six students with highest scores and six with the lowest scores are randomized through simple randomsampling technique to give their opinions on three questions provided, and the data were collected to assure the results of thestudy. The results of this study showed that the overall usage of reading strategies of Bangkok University students was at amedium level, and significant differences existed in reading strategies usage of three independent variables : 1) the achieversand underachiever 2) the students with different years of studying English 3) the students with different reading behavior outsideof class. The findings of this research would help the teachers to improve the process and material for teaching and learningreading strategies and raise awareness of reading strategies among the students in order to enhance the students’ readingcomprehension. Pedagogical implications into reading strategies were suggested.
Does Glossing Affect Thai EFL Students’ Reading Comprehension and Lexis Acquisition? Jenpattarakul, Win
Mediterranean Journal of Social Sciences Vol. 3 No. 11 (2012): November 2012 - Special Issue
Publisher : Richtmann Publishing

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This study was a one-group pretest-posttest experiment and aimed to investigate the effect of glossing on readingcomprehension and lexis acquisition of 30 Bangkok University students and explores their attitude towards the use of glossing.The instruments were the reading comprehension tests, and the questionnaire exploring attitude towards glossing. The pretestand posttest scores of the experimental group were calculated by descriptive statistics and compared by using a dependent t-Test measure. It was found that students obtained higher scores for the posttest than the pretest scores at the 0.05 level ofsignificance. In addition, their attitude towards using glossing was at a high level. Moreover, the results from this study supportedthat using glossing helped the students remember vocabulary and can be a substitute for a dictionary consultation whenencountering low frequency words in a reading passage. Pedagogical implications into reading comprehension and lexisacquisition were suggested.
Optimizing the Advantages of Monolingual Dictionary Utilization by Thai EFL Students Jenpattarakul, Win
Mediterranean Journal of Social Sciences Vol. 3 No. 11 (2012): November 2012 - Special Issue
Publisher : Richtmann Publishing

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The purposes of this research were to 1) investigate the use of dictionary of second-year students majoring in Englishat Bangkok University 2) compare the use of dictionary between the achievers and underachievers. The instruments used forcollecting data were a questionnaire and an in-depth interview. The population was 40 English major students from Humanitiesfaculty. The data were statistically analyzed in terms of mean and standard deviation. A t-test analysis was used to find thedifference between the achievers and underachievers on the use of dictionary. For the in-depth interview, six achievers and sixunderachievers are randomized through simple random sampling technique to give their opinions on three questions provided,and the data were collected to assure the results of the study. The results of this study showed that the overall usage ofdictionary of Bangkok University students was at a medium level, and significant differences existed in dictionary usage betweenthe achievers and underachievers. The findings of this research would let the teachers know the students’ problems andpurposes of using dictionary, so that the teachers can train the students to practice using dictionary systematically so as to makethe best use of dictionary. Pedagogical implications into reading comprehension and vocabulary acquisition were suggested.
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