EFFECTS ON LEARNING ACHIEVEMENT AND VOCABULARY RETENTION AMONG HIGH SCHOOL STUDENTS OF USING LINE APPLICATION TO INCREASE VOCABULARY EXPOSURE USING DEFINITION AND CONTEXT FORMATS, AS CARRIED OUT IN SCHOOLS UNDER THE OFFICE OF THE HIGHER EDUCATION COMMISSION
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Abstract
At present, English language teaching and learning still pose problems for EFL students. Poor vocabulary lowers students’ ability in reading comprehension or English communication.This quasi-experimental research aimed to 1) study the results of pretest and posttest scores of the experimental groups 2) study the difference between the classroom immediately posttest scores and LINE immediately posttest scores 3) study the test scores in terms of definition, compared with the contextual meaning, with periods 2, 4 and 6 weeks after the end of the method 4) study the results of the test scores of treatment and non-treatment vocabulary words 5) study the vocabulary achievement of the experimental group with different abilities, and 6) study the opinions of the experimental group towards the method. The researcher used a simple random sampling method to select 2 experimental groups which were Mathayom Suksa 6 students, 25 subjects each. The results showed that 1) the post-test average score was higher than the pretest average score (MD = 4.00) with statistical significance at the level of .05 2) the classroom immediately posttest scores was higher than LINE immediately posttest scores with statistically significant at the level of .05 3) the mean score of vocabulary retention test in the contextual meaning was higher than definition (MD = 1.84) with statistically significant at the level of .05 4) the average test scores of treatment vocabulary words was statistically significant higher than non-treatment ones (MD = 5.10) at the level of .05 5) Vocabulary learning achievement of all three groups with different abilities can vary significantly from high to low respectively at the statistical level of .05, with the low-ability group having the highest average development score (26 percent), and 6) the students' feedback on this method shown in Questionnaire was at a good level.
This method showed that by using LINE application, it could improve the English competency of even the low-proficiency students beyond ordinary classroom learning.
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References
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