Attitudes of Teachers and Students in Ban Cha-uat School towards

English Vocabulary Teaching Methods in Distance Learning

Phimphakan Bunthongkaeo
Rachawadee Meensun

Educational Research
0115482 Specific Topics in English Learning and Teaching
English Major, Faculty of Education
Thaksin University
Attitudes of Teachers and Students in Ban Cha-uat School towards
English Vocabulary Teaching Methods in Distance Learning

Phimphakan Bunthongkaeo
Rachawadee Meensun

Educational Research
0115482 Specific Topics in English Learning and Teaching
English Major, Faculty of Education
Thaksin University
 i

Independent Study Paper Title Attitudes of Teachers and Students in Ban Cha-uat School
towards English Vocabulary Teaching Methods in Distance
Learning
Researchers Miss Phimphakan Bunthongkaeo
Miss Rachawadee Meensun
Degree Bachelor of Education
Major Field English
University Thaksin University
Independent Study Paper Advisor Dr. Jatupong Mora
Academic Years 2021
Abstract
The study aimed to study English vocabulary teaching methods, used by teachers in Ban
Cha-uat school in distance learning, examine the attitudes of the teachers and the students
towards the vocabulary teaching methods in distance learning, and create a guideline of the
English vocabulary teaching methods for distance learning in Ban Cha-uat School. The participants
were 297 English teachers and students, from 1300 people at Ban Cha-uat School in Nakhon Si
Thammarat, Thailand. They were calculated by the Table for Determining Sample Size from a
Given Population from Krajcie and Morgan (1970 as cited in Pasunon, 2014). The research
instruments were the teachers' questionnaire and the students’ questionnaire. The questionnaires
were placed in Google Form and distributed to the participants at Ban Cha-uat School via Line.
All data were analyzed using statistical analysis, such as frequency, percentage (%), mean (𝑥̅ ), and
standard deviation (S.D.), for the quantitative data via Microsoft Excel and used content analysis
for the qualitative data.
The major findings showed that teachers at Ban Cha-uat School use a student-centered
teaching approach during online learning. Also, the teachers’ attitudes towards the English
vocabulary teaching method were positive. The teachers agreed with the SLA-Student-Centered
teaching method. Moreover, students’ attitudes towards the English vocabulary teaching method
were also positive. They also thought that learning English vocabulary through interesting and
enjoyable activities would be better and can help them reduce their anxiety level. However, some
students still agree on learning vocabulary by imitating and repeating the teachers.
Keyword: attitudes, English vocabulary teaching method, distance learning, COVID-19
 ii

ชื่องานวิจัย ทัศนคติของครูและนักเรียนโรงเรียนบ้านชะอวดที่มีต่อวิธีการสอนคำศัพท์ภาษาอังกฤษ
ในการเรียนนอกสถานศึกษา
ชื่อผู้วิจัย นางสาวพิมพกานต์ บุญทองแก้ว
นางสาวราชาวดี หมีนสัน
ชื่อปริญญา การศึกษาบัณฑิต
สาขาวิชา ภาษาอังกฤษ
มหาวิทยาลัย มหาวิทยาลัยทักษิณ
อาจารย์ที่ปรึกษาวิจัย ดร.จตุพงค์ โมรา
ปีการศึกษา 2564
บทคัดย่อ
การศึกษานี้มีวัตถุประสงค์เพื่อศึกษาวิธีการสอนคำศัพท์ภาษาอังกฤษของครูโรงเรียนบ้านชะอวดในการ
เรียนนอกสถานศึกษา ศึกษาทัศนคติของครูและนักเรียนโรงเรียนบ้านชะอวดต่อวิธีการสอนคำศัพท์ในการเรียนนอก
สถานศึกษา และจัดทำแนวทางพัฒนาการสอนคำศัพท์ภาษาอังกฤษสำหรับการเรียนนอกสถานศึกษาโรงเรียนบ้าน
ชะอวด กลุ่มตัวอย่างคือครูภาษาอังกฤษและนักเรียนโรงเรียนบ้านชะอวด จังหวัดนครศรีธรรมราช จำนวน 297 คน
จาก 1300 คน โดยใช้ว ิธ ีก ารสุ่ ม ตัว อย่า งโดยใช้ ต ารางสำเร็จ รู ป ของ Krajcie and Morgan (1970 อ้างถึ ง ใน
Pasunon, 2014) เครื่องมือที่ใช้ในการวิจัยคือ แบบสอบถามของครูและนักเรียนทีจ่ ัดทำในรูปแบบ Google Form
ส่งให้กลุ่มตัวอย่างผ่านทางแอพพลิเคชันไลน์ แล้วนำข้อมูลเชิงปริมาณที่ได้มาวิเคราะห์ข้อมูลทางสถิติ เช่น ความถี่
ร้อยละ (%) ค่าเฉลี่ย (𝑥̅ ) และส่วนเบี่ยงเบนมาตรฐาน (S.D.) ผ่าน Microsoft Excel ส่วนข้อมูลเชิงคุณภาพ ใช้การ
วิเคราะห์เนื้อหา
ผลการวิจัยพบว่าครู ภาษาอังกฤษโรงเรียนบ้านชะอวดใช้วิธีการสอนที่เน้นนักเรียนเป็นศูนย์กลางในการ
สอนนอกสถานศึกษา ทัศนคติของครูที่มีต่อวิธีการสอนคำศัพท์ภาษาอังกฤษเป็นเชิงบวก โดยเห็นชอบวิธีการสอน
แบบ SLA-Student-Centered นอกจากนี้ ทัศนคติของนักเรียนที่มีต่อวิธีการสอนคำศัพท์ภาษาอังกฤษก็เป็นเชิง
บวกเช่นเดียวกัน อีกทั้ง นักเรียนคิดว่าการเรียนรู้คำศัพท์ภาษาอังกฤษผ่านกิจกรรมที่น่าสนใจจะมีผลดีต่อการเรียนรู้
ของนักเรียนและสามารถช่วยลดระดับความเครียดของนักเรียนได้ แต่ทว่า นักเรียนบางส่วนเห็นชอบการเรียนรู้
คำศัพท์โดยการเลียนแบบและทำซ้ำตามครูผู้สอน
คำสำคัญ: ทัศนคติ, วิธีการสอนคำศัพท์ภาษาอังกฤษ, การเรียนนอกสถานศึกษา, โควิด-19
 iii

Acknowledgements
Attitudes of Teachers and Students in Ban Cha-uat School towards English Vocabulary
Teaching Methods in Distance Learning would never have been completed without the assistance
and support of several people. We are really grateful to them for their kindness and helpfulness.
First, we would like to express our deep appreciation to Dr. Jatupong Mora, our advisor,
Dr. Pittayatorn Keawkong, Dr. Supanan Prommak, Assist. Prof. Jureeporn Malaelohit, and
Mr. Kaweechate Pia for their valuable and kind support, and taking their precious time to give
advice and encouragement since the first day until the day we completed our research paper.
Without their kind support and sincere assistance, we could never have completed this study.
Also, we would like to express our thankfulness to all participants and the English teachers
from Ban Cha-uat School where we did the survey research for their friendly cooperation in
responding to the questionnaires.
Furthermore, our final product, Guideline of English Vocabulary Teaching Methods for Ban
Cha-uat School, could never be establish without the permission from InsKru Thailand, the creator
of 50 idea khong nak aok bab kan rian ru, whose gave us ideas in developing the teaching
methods that match with the learners’ needs. We would like to express our deepest gratefulness
to InsKru Thailand for the aforementioned assistance and Miss Panida Kimtin, mushroom, for her
creative assistance in designing our guideline.
Finally, we would like to express our deepest gratitude for the encouragement from our
family and friends, who supported us throughout our time in the 0115482 Specific Topics in English
Learning and Teaching Course and also our team members for hardworking and trust in each other
until the research was completed.
The researchers
 iv

Contents
Page
Abstract ................................................................................................................................................................. i
Acknowledgements........................................................................................................................................... iii
Contents .............................................................................................................................................................. iv
List of Tables ...................................................................................................................................................... iv
Chapter 1 .............................................................................................................................................................1
Introduction .........................................................................................................................................................1
1.1 Rationale of the study ............................................................................................................................1
1.2 Purpose of the study ..............................................................................................................................3
1.3 Research Questions .................................................................................................................................3
1.4 Significance of the study ........................................................................................................................3
1.5 Limitations of the study .........................................................................................................................3
1.6 Scope of the study..................................................................................................................................3
1.7 Definition of Terms ..................................................................................................................................4
Chapter 2 .............................................................................................................................................................5
Review of Literature...........................................................................................................................................5
2.1 Attitude ......................................................................................................................................................6
2.1.1 Definitions of Attitudes ...........................................................................................................................................6
2.1.2 The Components of Attitudes .............................................................................................................................6
2.2 Vocabulary Teaching ...............................................................................................................................7
2.2.1 Definitions and Importance of Vocabulary ......................................................................................................7
2.2.1.1 Definitions of Vocabulary ........................................................................................................7
2.2.1.2 Importance of Vocabulary ......................................................................................................7
2.2.2 Theories of Vocabulary Teaching........................................................................................................................8
2.2.2.1 Second Language Acquisition (SLA) ......................................................................................8
2.2.2.2 Language Acquisition Device (LAD) .................................................................................... 12
 v

Contents (continued)
Page
2.2.3 Vocabulary Teaching Methods ......................................................................................................................... 13
2.2.3.1 Universal Grammar (UG) ....................................................................................................... 13
2.2.3.2 Total Physical Response (TPR) ............................................................................................ 13
2.2.3.3 Natural Approach ................................................................................................................... 14
2.2.3.4 Communicative Language Teaching Method (CLT) ........................................................ 14
2.3 Distance Learning ................................................................................................................................. 18
2.3.1 Definition of Distance Learning ......................................................................................................................... 18
2.3.2 Strengths, Weaknesses, Opportunities, and Challenges (SWOC) ........................................................... 18
2.3.2.1 Strengths of Distance Learning............................................................................................ 18
2.3.2.2 Weaknesses of Distance Learning ....................................................................................... 19
2.3.2.3 Opportunities of Distance Learning .................................................................................... 19
2.3.2.4 Challenges of Distance Learning ......................................................................................... 20
2.4 Related Studies ..................................................................................................................................... 21
2.4.1 Studies related to second language acquisition in distance learning................................................... 21
2.4.2 Studies related to vocabulary teaching methods in distance learning ............................................... 21
2.4.3 Studies related to attitudes towards vocabulary teaching methods in distance learning ............ 22
Chapter 3 .......................................................................................................................................................... 24
Methodology .................................................................................................................................................... 24
3.1 Method of the Study ........................................................................................................................... 24
3.2 Participants of the Study .................................................................................................................... 24
3.3 Instruments of the Study .................................................................................................................... 24
3.3.1 Design and Development of Instruments ..................................................................................................... 24
3.3.2 Validation of Instruments ................................................................................................................................... 26
3.4 Data Collection Procedures................................................................................................................ 27
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Contents (continued)
Page
3.5 Data Analysis ......................................................................................................................................... 27
Chapter 4 .......................................................................................................................................................... 28
Research Results.............................................................................................................................................. 28
4.1 The results of the teachers’ questionnaire .................................................................................... 28
4.1.1 General Information of the Participants......................................................................................................... 28
4.1.2 Teachers’ attitude towards English vocabulary teaching methods in distance learning ............... 29
4.1.3 Teachers’ online English vocabulary teaching methods.......................................................................... 30
4.2 The results of the students' questionnaire ..................................................................................... 30
4.2.1 General Information of the Participants......................................................................................................... 30
4.2.2 Students’ attitude towards English vocabulary teaching methods in distance learning ............... 31
4.3 The guideline of english vocabulary teaching methods in distance learning.......................... 32
CHAPTER 5 ........................................................................................................................................................ 33
DISCUSSION, CONCLUSION AND RECOMMENDATIONS............................................................................. 33
5.1 Summary of the study......................................................................................................................... 33
5.1.1 Objectives of the study ....................................................................................................................................... 33
5.1.2 Subjects, Materials, and Procedures ............................................................................................................... 33
5.2 Summary of the findings ..................................................................................................................... 34
5.2.1 The results of the teachers’ questionnaire................................................................................................... 34
5.2.2 The results of the students' questionnaire ................................................................................................... 34
5.2.3 The guideline of english vocabulary teaching methods in distance learning.................................... 35
5.3 Discussion ............................................................................................................................................... 35
5.4 Conclusion ............................................................................................................................................. 37
5.5 Recommendations for further research........................................................................................... 37
References ........................................................................................................................................................ 38
 vii

Contents (continued)
Page
Appendices ....................................................................................................................................................... 42
A. Teachers’ Questionnaire ....................................................................................................................... 43
B. Students’ Questionnaire ....................................................................................................................... 46
C. IOC Evaluation ......................................................................................................................................... 49
IOC Evaluation Result..................................................................................................................................................... 49
Lists of Experts.................................................................................................................................................................. 49
IOC Evaluation Forms..................................................................................................................................................... 50
D. The Guideline of English Vocabulary Teaching Methods in Distance Learning for Ban Cha-uat
School............................................................................................................................................................ 62
 iv

List of Tables
Page
Table 2.1 Willis’ TBLT stages 16
Table 4.1 Age of the participants 28
Table 4.2 English teaching experience 28
Table 4.3 Teachers’ attitude towards 29
English vocabulary teaching methods in distance learning
Table 4.4 Age of the participants 30
Table 4.5 English study times per week 31
Table 4.6 Students’ attitude towards 32
English vocabulary teaching methods in distance learning
 Chapter 1
Introduction
1.1 Rationale of the study
Nowadays English has great importance as it is the medium of communication and drives
societies in many countries around the world; therefore, learning English is necessary. However,
teaching English in Thailand has not been as successful as it could have been because learners
still cannot communicate in English. It is reflected by the scores of the International English
Language Testing System (IELTS). In 2019, test takers whose native language is Thai had an overall
band on Academic of 6.0 out of 9.0, which was considered the lowest admission threshold to
study in some countries. Moreover, an overall band on General Training of 5.3 out of 9.0 did not
meet the entry criteria for many companies that are designated at level 5.5 and above (IELTS
Research, 2020). Also, the statistics of the Ordinary National Educational Test (O-NET). The results
in 2020 indicated that 88,836 Southern students in Grade 6 had an English average score of 41.43
from 100 which was below the standard (The National Institute of Educational Testing Service,
2020).
The key point is that vocabulary is a key indicator of students’ success in school, on
standardized tests, and in life in general. The reason for this is that anyone's knowledge of a topic
is based on the vocabulary of that information (Marzano & Pickering, 2005 as cited in Sprenger,
2013). Accordingly, these test-takers had a smaller vocabulary bank than English native speakers.
A study attempted to estimate how many words native speakers know to determine how many
words learners need to learn. Native speakers’ vocabulary bank was estimated to number
between 12,000 and 20,000 words, depending on their level of education. Accordingly, a native
university graduate knows about 20,000 words, not including phrases and expressions (Goulden,
Nation & Read, 1990 as cited in McCarten, 2007). Fortunately, it is possible to communicate
effectively in English with fewer than 20,000 words. Some other studies determined the number
of words required for learners by counting the number of different words used in an average
spoken or written text. As some high-frequency words are repeated, it was claimed that learners
with a relatively small vocabulary bank could understand a large proportion of texts; for example,
learners who knew the most frequent 2,000 words could understand nearly 80 percent of the
words in an average text, and 5,000 words could increase learners' understanding to 88.7 percent
(Francis & Kucera, 1982 as cited in McCarten, 2007). For spoken language, only 1,800 words
 2

accounted for more than 80% of the corpus (McCarthy 2004; O'Keeffe, McCarthy & Carter, 2007
as cited in McCarten, 2007). While learning up to 5,000 words is still difficult, it is a much more
attainable learning goal for most students than 20,000 words.
Furthermore, teaching English as a second or foreign language in Thailand is challenging
now with the COVID-19 pandemic. Many educational institutes that initially taught onsite must be
transformed entirely to distance learning through applications such as Zoom, Cisco Webex, or
Google Meet instead. For this reason, teachers and students must keep social distancing and do
not interact with each other.
Therefore, the students’ attitudes during distance learning were different entirely. They
also might be affected by the teaching methods. Accordingly, various studies have been
conducted to support the changes in student attitudes during distance learning (Fisher et al., 2020;
Gopal et al., 2021; Lhorsumeth, 2017; Tanago, 2017; Van Wart et al., 2020).
In addition, the researchers had an opportunity to observe an online English class of Mini-
English Program Students during the Academic Year 2021 at Ban Cha-uat School, Nakhon Si Thammarat
Province. It was found that most students cannot recognize many vocabularies and they ignored the
teacher’s questions, inferring that the student's attitudes towards the class were negative.
Consequently, the teachers must modify their vocabulary teaching methods to expand
students’ vocabulary bank and improve their attitudes. Krashen (2013) and Chomsky (n.d. as cited
in Sasanapradit, 2020) had a tacit agreement that elementary teachers must be concerned about
students’ learning proficiency, learning styles, and apply SLA-based methods in the lessons to
maximize their practice and use of English.
So far, there are three lessons to be drawn from this. First, teachers need SLA-related
vocabulary teaching methods. Second, they must cover the majority of vocabularies that students
need outside classrooms. Finally, teachers need online vocabulary teaching methods that can
change their attitudes in a positive direction. It is equally important to assist students in learning
how to learn vocabulary as well as what to learn.
Thus, we inquired more about online English vocabulary teaching methods in distance
learning from other classes and the attitudes of English teachers and students towards those
methods. We surveyed teachers and students in Ban Cha-uat School so that there will be further
improvements in students’ vocabulary banks and attitudes by creating a teachers’ guideline of
the English vocabulary teaching methods for distance learning in Ban Cha-uat School.
 3

1.2 Purpose of the study

1.2.1 To study English vocabulary teaching methods, used by teachers in Ban Cha-uat school in
distance learning.
1.2.2 To examine the attitudes of teachers and students in Ban Cha-uat school towards the
vocabulary teaching methods in distance learning.
1.2.3 To create an elementary teachers’ guideline of the English vocabulary teaching methods
for distance learning in Ban Cha-uat School.
1.3 Research Questions
1.3.1 What are the English vocabulary teaching methods that the teachers from Ban Cha-uat
School used in distance learning?
1.3.2 What are the attitudes among teachers and students towards teaching vocabulary methods
in distance learning?
1.3.3 What methods can improve the elementary students’ attitudes in distance learning?
1.4 Significance of the study
1.4.1 The findings can give useful information to the school and teachers to improve and
create appropriate English vocabulary teaching methods.
1.4.2 The teachers’ guideline of the English vocabulary teaching methods for distance learning
we create in the final step can help teachers to understand students’ attitudes and can
be used as suggestions for teachers to enhance students’ positive attitudes towards English
vocabulary learning.
1.5 Limitations of the study
1.5.1 The participants may not cooperate to answer the questionnaire.
1.5.2 The participants may not answer the questionnaire honestly.
1.6 Scope of the study
1.6.1 This study aimed to investigate teachers and students in Ban Cha-uat School’s attitudes
towards English vocabulary teaching methods.
1.6.2 This study conducted with 297 English teachers and students from Ban Cha-uat School in
Nakhon Si Thammarat, Thailand.
 4

1.7 Definition of Terms

The following terms are specially defined in this study.
Attitude refers to the participants’ opinions, feelings, positive and negative attitudes
towards English vocabulary teaching methods of teachers and students in Ban Cha-uat School. A
Likert scale was used to define the level of attitudes.
Teachers and Students in Ban Cha-uat School refer to 297 English teachers and students
from Ban Cha-uat School in Nakhon Si Thammarat, Thailand.
English vocabulary teaching methods refer to the English vocabulary teaching methods
that the English teachers at Ban Cha-uat School teach in online English classes.
Distance learning refers to online English classes that students at Ban Cha-uat School
have to study.
 Chapter 2
Review of Literature
This study attempted to research the attitudes of teachers and students towards English
vocabulary teaching methods in distance learning. This chapter presents an overview of the theories
related to this study. To find the purpose of the study, the literature is reviewed as follows:
2.1 Attitude
2.1.1 Definitions of Attitudes
2.1.2 The Components of Attitudes
2.2 Vocabulary Teaching
2.2.1 Definition and Importance of Vocabulary
2.2.1.1 Definition of Vocabulary
2.2.1.2 Importance of Vocabulary
2.2.2 Theories of Vocabulary Teaching
2.2.2.1 Second Language Acquisition (SLA)
2.2.2.2 Language Acquisition Device (LAD)
2.2.3 Vocabulary Teaching Methods
2.2.3.1 Universal Grammar (UG)
2.2.3.2 Total Physical Response (TPR)
2.2.3.3 Natural Approach
2.2.3.4 Communicative Language Teaching Method (CLT)
2.3 Distance Learning
2.3.1 Definition of Distance Learning
2.3.2 Strengths, Weaknesses, Opportunities, and Challenges (SWOC)
2.3.2.1 Strengths of Distance Learning
2.3.2.2 Weaknesses of Distance Learning
2.3.2.3 Opportunities of Distance Learning
2.3.2.4 Challenges of Distance Learning
2.4 Relevant Studies
2.4.1 Studies related to second language acquisition in distance learning
2.4.2 Studies related to vocabulary teaching methods in distance learning
2.4.3 Studies related to attitudes towards vocabulary teaching methods in distance learning
 6

2.1 Attitude
2.1.1 Definitions of Attitudes
Gopal et al. (2021) stated that attitudes are a collection of emotions, beliefs, evaluations,
opinions, and behaviors toward ideas, events, objects, and people. People can have both positive
and negative attitudes, as well as ambiguous attitudes. People's decisions are influenced by their
attitudes, which are related to their preferences for or dislikes for all subjects around them.
Meanwhile, Lhorsumeth (2017) said that an attitude is an inclination to act toward or against
something in one's surroundings, which takes the form of a positive or negative value.
In psychology, attitudes are the result of experience, instruction, or education, and they
can influence human behavior. While attitudes can persist for a long time, they can also shift. Van
Wart et al. (2020) agree that behavior change must precede attitude change.
In social psychology, Pickens (2005) stated that attitudes are independent mental
processes that regulate both the actual and potential responses of each person in the social
world. They can be defined as an individual's state of mind toward a value.
As a result, attitude is defined as a mental and neural state of readiness organized through
experience that has a direct or dynamic influence on the individual's response to all objects and
situations to which it is related.
2.1.2 The Components of Attitudes
The tripartite model of attitudes (ABC model) is a theory of attitude structure proposing
that an attitude is based on or consists of affective, cognitive, and behavioral components. The
ABC model is the one most cited (American Psychological Association, n.d.; Jain, 2014), and
sometimes it is illustrated as the ABC model of attitudes:
1) Affective component is based on feelings or emotions associated with an attitude object.
It can refer to the type of judgment and can be a positive or negative evaluation of objects,
people, or tasks.
2) Behavioral component is the relationship between human behavior and overall attitude.
It is made up of a person's reaction (reaction and perceivable), which is the result of an attitude
object and affects liking or disliking to do something about an attitude object. This is related to a
person's affective and cognitive aspects of their attitude.
3) Cognitive component refers to individual beliefs and thoughts about the subject that
are based on knowledge and information but do not include any emotional component.
 7

However, for the sake of clarity, please remember that the term attitude essentially refers
to the affected component of the three.
Attitudes are critical for an organization's goal or objective to be met. All of these
components are distinct from the others, and they can interact to shape our attitudes and, as a
result, how we interact with the world.
2.2 Vocabulary Teaching
2.2.1 Definitions and Importance of Vocabulary
2.2.1.1 Definitions of Vocabulary
The term "Vocabulary" is defined in Cambridge Dictionary as "all the words that
exist in a specific language or subject" (Cambridge University Press, n.d.). According to
Thornbury (2002), vocabulary can be viewed as a powerful carrier of meanings: a single
word can have multiple meanings and be used in a variety of contexts. Based on its
function, vocabulary can be divided into two types: productive vocabulary and receptive
vocabulary. Humans produce words through speaking and writing, which is referred to as
productive vocabulary. Receptive vocabulary, on the other hand, refers to words that can
be received by humans through listening and reading (Sprenger, 2013). As a result, it is
possible to argue that vocabulary is the most important component of communication
because communication cannot be formed without it.
2.2.1.2 Importance of Vocabulary
Vocabulary has received increased attention in the field of second language
acquisition in recent years due to its importance and utility for language learners (Nation,
2001). Learners require a large vocabulary to effectively develop their second language
and succeed academically. (McCarten, 2007; Nation, 2001; Sprenger, 2013).
Thornbury (2002) also supported this issue and stated, “If you spend the majority
of your time studying grammar, your English will not improve significantly. The most
progress will be made if you learn more words and expressions. Grammar allows you to
say very little, but words allow you to say almost anything!”
In conclusion, vocabulary is important, and it is the basis for communication and
other skills. Thai students cannot communicate in English and cannot take the O-NET exam
due to vocabulary lacks. This is because Thai teachers tend to focus more on teaching
 8

grammar than other skills. Therefore, Thai teachers need to have an effective vocabulary
teaching method to develop students' attitudes towards learning and communication.
2.2.2 Theories of Vocabulary Teaching
Vocabulary teaching, according to Nation (2001), is the process of providing language
learners with knowledge of words, including their forms, meanings, and functions. As a result,
vocabulary instruction not only provides learners with definitions of words but also teaches them
how to use words correctly in various contexts (McCarten, 2007; Nation, 2001; Sprenger, 2013).
Although vocabulary instruction is the foundation of language instruction, it has been
largely ignored by most English language teachers over the last few decades. According to Tanago
(2017), there are four main reasons why teachers have neglected vocabulary teaching over the
last few decades.
Firstly, vocabulary teaching was long thought to be less important than grammatical
instruction. Second, most methodological experts believed that teaching grammar should come
before teaching vocabulary since learners tend to make numerous mistakes in sentence building
if they know too many words before understanding grammar. Third, it was thought that vocabulary
education could not be done in the classroom because students could learn it best from their
own experiences. Finally, it was difficult for teachers to forecast and decide which terms should
be taught at that time.
Due to the reasons above, there was no specific teaching technique or method for teaching
vocabulary in the past. When the students faced an unfamiliar word, they usually used a dictionary
or were given a proper verbal meaning by the teachers. In general, vocabulary teaching is simply
entangled in the teaching methods that have been used in English language teaching.
Nation (2001) stated that vocabulary teaching is based on the principle of teaching English
as a Second Language, which is natural teaching so that learners can communicate naturally as
well. This natural teaching is supported by Stephen Krashen's Second Language Acquisition (SLA),
and Noam Chomsky's Language Acquisition Device (LAD).
2.2.2.1 Second Language Acquisition (SLA)
The following five hypotheses summarize the current theory (Krashen, 1994, 2004
as cited in Krashen, 2013).
 9

1) The Acquisition-Learning Hypothesis

We have two very different approaches to developing proficiency in another
language. We can both acquire and learn a language. Language acquisition happens
subconsciously. We are unaware that it is happening. We believe we are having a
conversation, reading a book, or watching a movie. Of course, we are, but we may also be
learning a language at the same time.
Furthermore, once we have acquired something, we are usually unaware of what
has occurred; the knowledge is subconsciously stored in our brains. The findings support
weight to the idea that both children and adults can learn language subconsciously. It is
also possible to acquire both oral and written language. The process of language
acquisition is also known as “picking up.” When someone says, “I was in France for a while
and picked up some French,” he or she means he or she learned it.
Language learning is a conscious process: when we learn, we are aware that we are
learning and that we are attempting to learn. Language learning is what we did in school;
when we talk about “rules” and “grammar,” we are talking about “learning” in everyday
language.
Error correction is supposed to aid learning. We are supposed to change our
conscious version of the rule when we make a mistake and are corrected. If a student says,
“I comes to school every day,” and a teacher responds, “No, it's 'I come to school',” the
student is supposed to understand that the -s does not go in the first-person singular form
of the verb.
2) The Natural Order Hypothesis
We acquire the components of a language in a predictable order. Some
grammatical items are acquired early, while others are the opposite. The order is not in
sequence: not all acquirers proceed in the same order. However, the variation is not
intensive.
In English; for example, the -ing marker in the progressive tense, is among the first
grammatical items (function words) to be acquired, whereas the third person singular -s is
acquired later. Some adults who speak English as a second or a foreign language have not
acquired this item.
 10

Some surprising facts about the natural order have been discovered through
research. For starters, it is not true that “simple” rules are acquired first and complicated
rules are acquired later. Linguists believe that complex rules are acquired early. This
creates a problem for curriculum designers who present language students with rules
ranging from “simple” to “complex.” A rule may appear to a grammarian to be very simple,
but it may have been acquired later in life.
Second, the natural order is unchangeable. We can't change the order in which
students acquire languages by giving them explanations, drills, and exercises. A teacher can
drill the third person singular for weeks, but it will not be acquired until the acquirer is
ready. This explains a lot of the frustration felt by language teachers and students.
3) The Monitor Hypothesis
We can only use consciously learned language as a monitor or an editor. What we
have acquired gives us the ability to produce language fluently and easily. Grammar rules
that we learned in school serve only one purpose; they serve as a monitor or editor.
The sentence comes to mind when we are about to say something in another
language, thanks to our subconsciously acquired competence. Then, just before we say
the sentence, we scan it internally, inspect it, and use our consciously learned system to
correct any errors. We sometimes realize after we say something that what we said was
incorrect, and we self-correct using the conscious Monitor.
To use the Monitor successfully, three very strict conditions must be met:
• The Monitor user must be aware of the rule. This is a difficult condition to fulfill.

Linguists claim that no language's rules have yet been fully described. Grammar
authors know fewer rules than linguists. Language teachers do not cover all of
the rules found in the texts. Even the best students do not learn all of the rules
that are taught, do not remember all of the rules that they have learned, and
do not always be able to apply the rules that they do remember; some are
simply too complicated.
• The acquirer must be concerned with correctness. This is extremely difficult to

accomplish. It's difficult to think about what you're saying and how you're saying
it at the same time.
 11

• The acquirer must have sufficient time. Most people don't have enough time in
a normal conversation to think about grammar rules. A few language experts
can Monitor to some extent while conversing, but these are very advanced
acquirers who only need to Monitor an occasional rule here and there and have
a special interest in language structure.
According to research, we only monitor the grammar when all three of these
conditions are fully met (Krashen, 1994, 2004 as cited in Krashen, 2013). For most people,
this occurs only when they take a grammar test.
4) The Comprehension Hypothesis
The Comprehension Hypothesis serves as the foundation of language acquisition
theory. It attempts to answer the most important question in the fields of language
acquisition: How do we acquire language? The answer is simple. We acquire it when we
understand what others say to us or when we read. There is no other way. While people
differ in many ways, they do not differ in how they learn to speak.
According to the Comprehension Hypothesis, we move from previous knowledge
to new knowledge by understanding input containing the new knowledge. We can do this
with the help of our existing language, knowledge of the world, and context. For beginners,
pictures, as well as the body movements at the heart of the Total Physical Response
method, are extremely helpful in making input understandable. Here are two amazing facts
about language acquisition. For starters, it is effortless: it requires no effort or energy. All
that is required is an understanding of messages. Second, language acquisition is
uncontrollable. You must acquire given understandable input - you have no choice.
Several "corollaries" follow if the Comprehension Hypothesis is correct.
According to the Comprehension Hypothesis, we acquire the language through
input rather than output. Thus, increasing output, speaking (or writing) will not result in
increased language acquisition. Your French will not improve if you speak French to
yourself every morning while driving to work. Rather, the ability to speak is a result of
language acquisition rather than the cause.
However, speaking can indirectly aid in language acquisition. For starters, it is part of
the conversation, and conversation is a great way to get understandable input. What matters
in a conversation is what other people say to you, not what you say to them. Second, I
 12

believe that using a language, specifically speaking it, can make you feel more like a user of
the second language, a member of the “club.” We will return to this topic later.
If we give students enough comprehensible input, the structures they are ready to
learn will be present. We don't have to make sure they're there, and we don't have to pay
attention to specific grammar points. If this corollary hold, it spells the end of
grammatically-based language instruction. It denotes the end of classes in which students
concentrate on one rule at a time, “mastering” it before moving on to the next. It means
the end of tedious lessons and texts, as well as stories whose sole purpose is to provide
practice with the relative clause. It means that the only requirement for language
acquisition is interesting and understandable input.
Even if the “natural order” is introduced in language classes, grammatical rules
should not be introduced. The syllabus should not be organized in any particular
grammatical order. Rather, students will learn the language in its natural order as a result
of receiving understandable input.
5) The Affective Filter Hypothesis
According to the Affective Filter Hypothesis, affective variables do not directly
influence language acquisition, but rather prevent input from reaching what Chomsky refers
to as the “language acquisition device,” the part of the brain responsible for language
acquisition. If the acquirer has low self-esteem to speak the language, the input will be
understood but will not reach the language acquisition device. It will be kept out by a
block - the effective filter. The affective filter explains how two students can receive the
same input but one makes progress while the other does not. One is “receptive” to input,
while the other is not.
2.2.2.2 Language Acquisition Device (LAD)
LAD is the device that stores the fundamental rules for all possible human
languages. Chomsky dubbed this set of shared rules "Universal Grammar" (UG). Humans
have LAD attached to their brains, according to Noam Chomsky's theory, and it encourages
children to learn languages. Children can absorb language from their surroundings without
having to seriously learn the language by gaining language experience from the society in
which they live. As children begin to learn a second language, the LAD in their brains will
open up to the social environment of the second language, allowing them to learn and
 13

build their knowledge of it. Gradually adapting linguistic features in the second language
to gain knowledge and create good second language expression (Sasanapradit, 2020).
In conclusion, elementary teachers must be concerned about students’ learning
proficiency, learning styles, and apply SLA-based methods in the lessons to maximize their practice
and use of English.
2.2.3 Vocabulary Teaching Methods
According to Krashen’s SLA, teachers need natural teaching methods to give students
English acquisition. The methods that can be equipped with SLA are Universal Grammar, Total
Physical Response, Natural Approach, Communicative Language Teaching Method, as follows in
chronological sequence:
2.2.3.1 Universal Grammar (UG)
In the 1960s, the old view of the necessity to avoid mistakes, as well as the concept
that language acquisition was a good idea to build good habits through imitation, repetition,
and over-learning, was challenged. Noam Chomsky entered the debate with a whole new
perspective on the first-language acquisition, which influenced theories and methods of
second-language acquisition. Babies are no longer born with a clean slate; indeed, they are
born with an inbuilt system of grammar already activated and ready to go. Humanistic
scholars such as Carl Rogers maintained that everyone is a unique person who responds
to every given situation in his or her unique way (Sasanapradit, 2020). After that,
behaviorism, grammar-translation, the Direct Method, and ALM, had been challenged. It
was time to compensate with cognitivism and design softer, gentler teaching techniques.
2.2.3.2 Total Physical Response (TPR)
The Physical Response is similar to Gouin's Direct Method from the mid-nineteenth
century, though it is from a constructivist standpoint. James Asher reasoned that children
learning their native language appear to listen more than speak and often physically
respond to speech. Second-language learners may acquire a target language in the same
way (Kariuki & Bush 2008; Richards & Rodgers 2002). Furthermore, he thought that language
lessons were extremely stressful for students, and he aimed at creating an environment in
which students didn't have to do anything but respond to imperatives like "go to the door!"
or "go slowly to the blackboard" (Kariuki & Bush 2008). Students can learn additional
language forms, such as questions by watching and mimicking the teacher shrug his or her
 14

shoulders, act confused, and ask questions, "Where is the book?" In this situation, students
suddenly begin asking inquiries and thinking up their orders. This methodology, in theory,
takes them to fluency in the target language.
When language learners have little understanding of the target language, TPR can
be a helpful method in moderate doses. It has the advantage of getting students up and
moving around, which reduces tiredness and encourages students to relate specific
motions with specific language.
2.2.3.3 Natural Approach
Stephen Krashen and Tracy Terrell released The Natural Approach in 1983, which
defined both the theory and the implementation of the Natural Approach to language
instruction. They had the unique notion that the objective of language is to express
meanings and messages, which can be accomplished simply by acquiring the target
language's vocabulary, transforming the methodology into a more constructivist one. They
believed that the first "silent period" should be respected until learners began speaking
naturally, which is until speech in the target language naturally occurred. This is meant to
happen when teachers build a risk-free atmosphere by including TPR at the initial level
and aiming low in terms of communication skills by restricting learning outcomes to
fundamental interpersonal communication skills (Krashen, 2013; Richards & Rodgers 2002).
Krashen's well-known Monitor Model of Language Acquisition gives support to the
Natural Approach. The typical Natural Approach classroom is controlled by the teacher or
teacher-centered. Textbooks are not used, and it is the responsibility of the instructor to
make the classroom experience delightful and not challenging. Learners are not expected
to be in charge of their learning (Krashen, 2013). Their role is to take in the information
offered by teachers. The goal of this method is not to inform students what they are
learning or to imply they are capable of making mistakes. However, to provide learners
with a consistent stream of comprehensible input and well enough additional information
to assist them in acquiring, rather than consciously learning, the target language (Krashen,
2013; Richards & Rodgers 2002).
2.2.3.4 Communicative Language Teaching Method (CLT)
The Communicative Language Teaching Method, which occurred in the 1990s, is
generally seen as an approach for incorporating characteristics of multiple methods. CLT
 15

teaches language on the processes of communication, rather than mastery of language.

However, some critics describe the methodology as extremely surface, uninteresting, and
sorely lacking in structure. It is frequently related to the Functional-Notional Approach,
which emphasizes functions including time, place, travel, and measures. It attempts to
build real-life social and functional circumstances in the classroom to help students toward
communicative competence. The linguistic precision that was considered so important in
grammar-translation, the Direct Method, and other approaches are not in comparison to
what occurs in the Communicative classroom, which includes aspects of other methods,
making it flexible to the three theories (Sasanapradit, 2020).
Teachers avoid undisturbing their learners by expecting them to define or recognize
nouns, verbs, or direct objects; instead, the teachers lead them to second-language
competency by applying the "3P" — presentation, practice, and production (Richards &
Rodgers 2002).
1) 3P: Presentation, Practice, and Production
Teachers teach the target language through daily situations, provide students the
opportunity to practice the language through structured contextual conversations, and
then step back and allow students to produce the language—the stage at which they can
work independently in the target language.
Besides 3P, Task-based Language Teaching is superior in terms of SLA provision.
Both are subordinate to CLT; however, 3P was regarded as a weak version of CLT, whereas
TBLT was regarded as a strong version.
2) Task-based language teaching (TBLT)
TBLT was first observed in 1979, when an Indian scholar named N. S. Prabhu, a
pioneer in language teaching, launched his Bangalore Project in the Indian high-tech sector.
Initially, the project proposed a variety of tasks in which students were asked to learn the
language while working on those communicative tasks (Murat Hismanoglu & Sibel
Hismanoglu, 2011).
Over the last several decades, scholars have made a variety of attempts to implement
TBLT in language teaching classes, particularly SLA classes. Susan Gass proposes that language
should be learned in a step-by-step process that includes comprehended input, intake,
 16

internalization, and output (Gass & Selinker, 2008). Her proposal corresponds to three stages
of TBLT: pre-task, task cycle, and post-task—language focus (Dave Willis & Jane Willis, 2007).
Pre-task
Introduction to topics and tasks
Teacher explores the topic with the class, highlights useful words and phrases.
Learners may be exposed to examples.
Task cycle
Task Planning Report
Students prepare to
Students do the task in
report. Accuracy is Student exchange or
pair or small groups.
important, so the teacher present report; teacher
Teacher monitors;
stands by and gives listens and then comments.
mistakes do not matter.
advice.
Language focus
Analysis Practice
Students examine and discuss their Teacher conducts practice of new
report. words.
Table 2.1 Willis’ TBLT stages (Dave Willis & Jane Willis, 2007)
In the first stage, teachers must list the topic and task requirements, then introduce a
corpus related to such task, and assist students in comprehending those language materials in
any way they can. In other words, students at this level should be able to comprehend input.
The second stage is intended to establish a communicative context in which students can
exchange ideas about the task and absorb relevant corpus. That is, they achieve language
intake and internalization goals during this process. Then they can generate language output.
Finally, students' reports will be evaluated, and the question of how far students can
incorporate language materials into themselves will be addressed. As a result, TBLT seems to
be appropriate for SLA (Dave Willis & Jane Willis, 2007; Gass & Selinker, 2008).
Still, both methods differ from each other in the following ways:
The first focus should be on teaching principles. The description of Krashen's
Learning Hypothesis corresponds to such a principle that drives students to learn a
language with consciousness. 3P cannot help students acquire a language without
 17

consciousness. TBLT, on the other hand, declares its identity as a meaning-focused

approach before leading students through a task under communicative circumstances.
Students in this course are expected to ignore forms and focus on the meanings of their
utterances, which corresponds to Krashen's Acquisition Theory. He emphasized that
learning a language in a natural and random sequence could improve students'
comprehension and manipulation of language, but learning can only do so much (Krashen,
2013; Murat Hismanoglu & Sibel Hismanoglu, 2011).
Second, the role of teachers reflects the distinction between the 3P approach and
TBLT. When using 3P in the classroom, a teacher acts as a controller by delivering
a presentation of the lengthy information and maintaining strict control over the students'
language. Therefore, it is unavoidable that the primary role of the teacher results in the
eclipse of the role of pupils, whose interests cannot be considered. the teacher is more
likely to act as a facilitator when TBLT is used in a classroom. The instructor allows various
opportunities for students to find out their language, such as checking a dictionary or
grammar book and communicating with their peers, with no attempt to restrict students'
language (Murat Hismanoglu & Sibel Hismanoglu, 2011).
Finally, the 3P and TBLT have different effects on student motivation. Students are
unlikely to be motivated to participate in 3P classes, which run counter to the SLA pattern
that effective language acquisition should take place in authentic contexts because the
communicative situations designed by the 3P have nothing to do with the real world. It's
no surprise that Dave Willis and Jane Willis (2007) were skeptical about students' ability to
use language effectively outside of the classroom. TBLT, on the other hand, can alleviate
the stress of individual work by assigning group projects. Furthermore, they observed that
real-life topics planned in TBLT raise students' awareness of the importance of the
communicative task because language acquired from the task could most likely be applied
in certain situations in daily life (Murat Hismanoglu & Sibel Hismanoglu, 2011).
Accordingly, these methods can create Second Language Acquisition for students, provide
new vocabulary focus on the expansion of vocabulary for students, and can draw on the
potentials of students. In addition, they develop the communication of students to be more
effective.
 18

2.3 Distance Learning

2.3.1 Definition of Distance Learning
UNESCO (2020) stated that “Distance learning” is a term that is frequently used
interchangeably with online learning, e-learning, distance education, correspondence education,
external studies, flexible learning, and massive open online courses (MOOCs). The teacher-learner
separation by space or time, or both, and the use of media and technology to enable
communication and exchange during the learning process despite this separation are common
features of any form of online learning. This can be accomplished through print-based learning
materials, one-way mass broadcasting (TV and radio programs), or web-based exchange through
social media channels or learning platforms. Distance learning typically necessitates a high level
of self-directed learning and study skills on the part of the learner, which must be supported by
new teaching, learning, and guidance strategies. Similarly, the word “Distance learning” in the
Cambridge dictionary is defined as a method of studying in which you do not attend a school,
college, or university, but instead study from home, usually being taught and assigned work via
the internet.
Thus, distance learning is a method of studying in which you study from home and other
places than the school through the internet and is as same as online learning, e-learning, mobile
learning, distance education, remote education, correspondence education, external studies,
flexible learning, and MOOCs.
2.3.2 Strengths, Weaknesses, Opportunities, and Challenges (SWOC)
2.3.2.1 Strengths of Distance Learning
Distance learning methods and processes are extremely effective. These
advantages of online learning modes can help us get through these difficult times. It is
centered on the student and provides a great deal of flexibility in terms of time and
location. The methods allow us to tailor our procedures and processes to the needs of
the learners. There are numerous online tools available, which is essential for a productive
and efficient learning environment. To maintain a human touch in their lectures, educators
can use a combination of audio, videos, and text to reach out to their students during this
time of crisis. It can aid in the creation of a collaborative and interactive learning
environment in which students can provide immediate feedback, ask questions, and learn
engagingly (Cojocariu et al., 2014; Favale et al., 2020; Fisher et al., 2020).
 19

2.3.2.2 Weaknesses of Distance Learning

Distance learning has some drawbacks in that it can impede communication
between the learner and the educator, such as direct communication and human touch,
which will be lost. Many technical issues can arise for users, slowing down the teaching-
learning process. Although the flexibility of time and location is a strength of online
learning, these aspects are fragile and cause problems. All students and learners are not
the same; they differ in terms of their abilities and level of confidence. Some people do
not feel at ease while learning online, which leads to increased frustration and confusion.
Inadequate compatibility between the design of the technology and the component of
psychology required by the learning process; and insufficient customization of learning
processes can obstruct and create an imbalance in the teaching process (Cojocariu et al.,
2014; Favale et al., 2020; Fisher et al., 2020).
2.3.2.3 Opportunities of Distance Learning
Distance learning has many opportunities in general, but this time of crisis will allow
online learning to flourish because most academic institutions have switched to this model.
During the Corona Virus outbreak, online learning, remote working, and e-collaborations
skyrocketed (Favale et al., 2020). Academic institutions can now seize this opportunity by
requiring their teachers to teach and students to learn online. People have always been
complacent and have never experimented with new ways of learning. This crisis will usher in a
new era of online learning, allowing people to see the positive aspects of distance learning
technologies. This is a period when there is a lot of room for surprising innovations and digital
developments. Already, EdTech companies are playing their part by assisting us in fighting the
pandemic and ensuring that learning does not come to a halt. Teachers can use technology and
create a variety of adaptable programs to help students learn more effectively. The use of
distance learning will put both the educator and the students to the test. It will improve students'
problem-solving abilities, critical thinking abilities, and adaptability. In this critical situation, users
of all ages can access the online tools and benefit from the time and location flexibility that
comes with distance learning. In this panicky situation, also known as Panicgogy, teachers can
develop innovative pedagogical approaches. EdTech startups have numerous opportunities to
effect a radical change in nearly every aspect of education, including teaching, learning,
evaluation, assessment, results, certification, degrees, and so on. Furthermore, the growing
 20

market demand for distance learning represents a fantastic opportunity for EdTech start-ups to
bring technological disruption to the education sector (Cojocariu et al., 2014; Fisher et al., 2020).
2.3.2.4 Challenges of Distance Learning
There are numerous challenges to distance learning, ranging from learner issues to
educator issues to content issues. It is difficult for institutions to engage students and
involve them in the teaching-learning process. It is difficult for teachers to transition from
offline to online mode, change their teaching methods, and manage their time. It is difficult
to create content that not only covers the curriculum but also engages students (Kebritchi
et al., 2017). The quality of distance learning programs is a significant issue. The government
makes no explicit mention of distance learning programs in its educational policies. There
is a lack of quality standards, quality control, online resource development, and online
content delivery. This issue must be addressed immediately so that everyone can reap the
benefits of high-quality education via distance learning (Cojocariu et al., 2014). One should
not only consider the benefits of adopting online learning during crises but also consider
developing and improving the quality of virtual courses delivered during such emergencies
(Affouneh et al., 2020). Distance learning takes a significant amount of time and money. It
is not as simple as it appears; significant investment is required for acquiring the devices
and equipment, maintaining the equipment, training human resources, and developing
online content. As a result, an effective and efficient educational system for online
education must be developed.
In this difficult time, ensuring digital equity is critical. All digital devices, the internet,
and Wi-Fi are not available to all teachers and students. Lack of proper digital tools, no
internet connections, or poor Wi-Fi connections can all cause a lot of problems, causing
many students to miss out on learning opportunities. Institutions should make efforts to
ensure that every student and faculty member has access to the necessary resources.
They must also ensure that all educational apps work on mobile phones if students do
not have laptop computers. As a result, steps must be taken to bridge the digital divide.
Distance learning has never really been practiced by students and teachers at
various universities. The majority of them are complacent and stuck with traditional modes
of instruction. The COVID-19 pandemic provides an opportunity to make the most of the
current situation. In this difficult situation, we can learn a lot. There are numerous tools
 21

available; teachers must select the best tool and use it to educate their students.
Academic institutions can create a step-by-step guide for teachers and students on how
to access and use various distance learning tools, as well as how to cover major curriculum
content using these technologies, thereby reducing digital illiteracy. Teachers can present
the curriculum in a variety of formats, including videos, audio, and text. To get immediate
feedback and maintain a personal connection with students, educators should supplement
their lectures with video chats, virtual meetings, and so on (Fisher et al., 2020).
2.4 Related Studies
2.4.1 Studies related to second language acquisition in distance learning
In Second Language Acquisition Theories as a Framework for Creating Distance Learning
Courses, Ariza and Hancock (2003) reviewed and studied Moore and Kearsley's three-component
distance education interaction model (1996 as cited in Ariza & Hancock, 2003). An interactionist
model may be applied to the model based on the model, SLA theory, research, and practice.
When these elements are taken into account, distance second language courses appear to offer
promise in terms of providing students with comprehensible input and output while they interact
and negotiate to mean. This evaluation, however, showed a need for more detailed research on
distance second language course design.
In conclusion, instructors can construct courses that facilitate intelligible input, output,
interaction, and meaning negotiation, which interactionist theorists identify as critical for SLA. While
distant second language classes may not provide valuable face-to-face connections, they do offer
realistic alternatives to learners who are geographically isolated or require flexible learning
environments. Thus, teachers who teach in distance learning need English teaching methods that
apply with SLA to increase students’ engagement and proficiency.
2.4.2 Studies related to vocabulary teaching methods in distance learning
Al-Jarf (2016) studied using online learning in EFL vocabulary education at home as a
supplement to classroom instruction. A comparison of the mean pre-test and post-test scores of
53 freshmen students revealed substantial differences, demonstrating that online education
influenced vocabulary development. The post-test scores were also connected to the frequency
with which the online course was used. Active participants outperformed inactive participants. It
was determined that in learning situations when technology is unavailable to EFL students and
 22

teachers, using technology from home or as a complement to traditional classroom tactics can
motivate and boost EFL students' learning and vocabulary acquisition.
Krajka (2021) investigated the modes, approaches, affordances, and problems of teaching
grammar and vocabulary in Poland as a result of the COVID-19 epidemic, which attacked the
whole world in Spring 2020 and prompted a dramatic change from face-to-face to distance
learning. Aside from studying the design of online education from two sides (student instructors
and instructors), the study compares approaches used in Polish schools to well-established
concepts.
Hasram et al. (2020) revealed that Malaysian undergraduates' vocabulary knowledge is
insufficient, resulting in a significant reduction in their performance in both written and spoken
English. Based on several previous research, this study presents a literature overview on the
aspects, interests, and problems of online gaming among ESL learners. They have demonstrated
that online games are useful tools for vocabulary acquisition since they increase learners' learning
pleasure and facilitate independent learning among learners. Many studies have also shown that
online games help in the development of 21st-century abilities. Nonetheless, in their excitement
to use online games, educators must be aware of the limitations before making a sensible decision
to use online games as classroom activities.
Accordingly, the Covid-19 situation affects normal classroom learning. Thus, with no
preparation, training, or support, language teachers must build their methods of transferring
language teaching to the online platform as vocabulary is a skill that English Second Language
(ESL) learners must acquire since a vast vocabulary repertoire is required to assist them to
understand verbal and written communication.
2.4.3 Studies related to attitudes towards vocabulary teaching methods in distance learning
Ali et al. (2012) purposed to investigate students' learning attitudes after being exposed to
three vocabulary learning methods: Contextual Clues, Dictionary Strategy, and Computer-Assisted
Language Learning (CALL). The study's findings by using ANOVA found that students exposed to
CALL had more positive views toward acquiring vocabulary when compared to other methods.
However, they may include Contextual Clues, Dictionary Strategy, and CALL into their instruction
to increase students' vocabulary acquisition.
Larsson (2014) studied the attitudes of students and teachers towards English vocabulary
acquisition and teaching. Secondary goals included determining how a vast number of students
 23

learn new vocabulary and whether teachers prefer explicit or implicit teaching approaches. By
allowing them to complete questionnaires regarding vocabulary learning and teaching. The finding
revealed that both teachers and students felt that implicit vocabulary learning is the most
effective; nevertheless, earlier research has shown that vocabulary is more efficiently learned
through explicit instruction.
Nantawonga & Inpin (2017) explored the 12th-grade students' attitudes toward strong
vocabulary instruction to improve their EFL learning achievement. After data collection, the speech
was translated into English, processed into numbers to get statistical data, and analyzed using
SPSS. The resulting outcome can be divided into two: 1) English is necessary for learners not only
for the educational objectives but also for social situations and 2) To build vocabulary knowledge
and accomplish effective EFL learning, EFL learners require both the direct vocabulary training and
indirect vocabulary exposure. As a result, language instructors should be in charge of finding
students' attitudes and offering appropriate vocabulary instruction.
Lhorsumeth (2017) investigated Thai private university students' attitudes toward English
grammar learning in the Faculty of Liberal Arts, English Language Department, to see if the variables
of gender, age, education year, frequency in English subject learning, and Grade Point Average
(GPA) affected students' attitudes toward English grammar learning. The study's research tool was
a survey questionnaire with two parts: 1) general information and 2) comments on attitudes toward
English grammar learning. According to the results, the students had a neutral attitude towards
English grammar study. The results also revealed that the factors had little impact on students'
attitudes towards grammar study.
In consequence, language instructors should be in charge of investigating learners' attitudes
and implementing appropriate vocabulary instruction. The reason is that the student attitudes
survey will help in improving student achievement and investigating whether vocabulary teaching
methods are effective.
 Chapter 3
Methodology
This was a survey research. In this chapter, the research methodology was presented by
explaining the procedures as follows:
3.1 Method of the Study
3.2 Participants of the Study
3.3 Instruments of the Study
3.3.1 Design and Development of Instruments
3.3.2 Validation of Instruments
3.4 Data Collection Procedures
3.5 Data Analysis
3.1 Method of the Study
Mixed-Method: quantitative method combines with qualitative method.
3.2 Participants of the Study
Participants were 297 English teachers and students, from 1300 people at Ban Cha-uat
School in Nakhon Si Thammarat, Thailand. They were calculated by the Table for Determining
Sample Size from a Given Population from Krajcie and Morgan (1970 as cited in Pasunon, 2014).
3.3 Instruments of the Study
3.3.1 Design and Development of Instruments
Instrument 1 Teachers’ Questionnaire
The teachers' questionnaire was adapted from Larsson (2014). The questionnaire
consisted of four parts: the first part was informed consent. The second part was general
information. It included two items. The third part was statements about teachers’ attitudes
towards English vocabulary teaching methods. It included 10 items. The last part was
teachers' online English vocabulary teaching methods.
Part 1 Informed Consent
This part informed the participants about the objectives of the research and
explained the significance and value of survey participants' opinions on the research.
Moreover, it informed the participants that they agree to participate in this study by
completing this survey and ensured that this survey was safe from information leaks.
 25

Part 2 General Information

This part contained the participants’ information regarding their age and years of
English teaching experiences. The questionnaire was designed in the form of close-ended
questions.
Part 3 Attitudes towards English vocabulary teaching methods
This part surveyed the attitudes towards English vocabulary teaching methods of
the teachers through the statements in the research instrument (questionnaire). It included
10 statements based on attitudes. The participants were asked to rate how closely each
statement applied to them. A five-point Likert type scale was used for the participants to
rate as follows:
5 = strongly agree
4 = agree
3 = neutral
2 = disagree
1 = strongly disagree
Part 4 Your online English vocabulary teaching methods
In this part, the teachers were asked to describe their online methods of teaching
vocabulary to their students. Additionally, they could leave additional comments. The
teachers could answer in either English or Thai. The questionnaire was an open-ended
question. The open question allowed respondents to respond more specifically and freely
in their own words about how they teach vocabulary. We included both closed and open
questions to extract as much information as possible from the teachers without resorting
to interviews as a secondary method of data collection.
Instrument 2 Students’ Questionnaire
The students' questionnaire was adapted from Lhorsumeth (2017). The
questionnaire consisted of three parts: the first part was informed consent. The second
part was general information. It included two items. The last part was statements about
students’ attitudes towards English vocabulary teaching methods. It included 10 items.
The questionnaire was designed both in Thai and English to make it more understandable
for the students.
 26

Part 1 Informed Consent

This part informed the participants about the objectives of the research and
explained the significance and value of survey participants' opinions on the research.
Moreover, it informed the participants that they agree to participate in this study by
completing this survey and ensured that this survey was safe from information leaks.
Part 2 General Information
This part contained the participants’ information regarding their age and frequency
of studying English subjects per week. The questionnaire was designed in the form of close-
ended questions.
Part 3 Attitudes towards English vocabulary teaching methods
This part surveyed the attitudes towards English vocabulary teaching methods of
students in Ban Cha-uat School through the statements in the research instrument
(questionnaire). It included 10 statements based on attitudes. The participants were asked
to rate how closely each statement applied to them. A five-point Likert type scale was
used for the participants to rate as follows:
5 = strongly agree
4 = agree
3 = neutral
2 = disagree
1 = strongly disagree
In addition, the students could leave additional comments at the end of the
questionnaire.
3.3.2 Validation of Instruments
We had sent all questionnaires with IOC assessment forms to three experts who are higher
education teachers and have experiences in teaching English for more than five years. Next, we
analyzed the IOC assessment results of each questionnaire from the experts: what the IOC value
is, and what the recommendations from the experts are. Then we edited the questionnaires
following the experts' suggestions: what parts need additions or deletions. Then we gathered the
data using the edited questionnaires.
 27

3.4 Data Collection Procedures

The questionnaires were placed in Google Form and distributed to English teachers and
students at Ban Cha-uat School. After the permission was granted by the director of Ban Cha-uat
School and the head of the English Language Department, the English teachers gathered the
participants in a group chat via Line and gave them the questionnaire link in February 2022.
3.5 Data Analysis
All completed questionnaires were collected and analyzed using statistical analysis, such
as frequency, percentage, mean, and standard deviation, for the quantitative data via Microsoft
Excel version Microsoft 365 and used content analysis for the qualitative data. The analysis process
of data is as follows:
1. We calculated participants’ general information using frequency and percentage to show
their frequency regarding the variables of age and English study time per week.
2. The results were described using mean and standard deviation. Mean scores were
interpreted with a Likert scale divided into five levels with the following ranges:
4.50 – 5.00 = strongly agree
3.50 – 4.49 = agree
2.50 – 3.49 = neutral
1.50 – 2.49 = disagree
1.00 – 1.49 = strongly disagree
For the open-ended questions, we categorized the answers by what type of method they
described and summarized the most common type of methods.
3. The results were presented using tables to describe and highlighted the information
about the participants’ general information and their attitudes.
4. We synthesized all findings and created a guideline of the online vocabulary teaching
methods for English teachers in Ban Cha-uat School.
 Chapter 4
Research Results
This chapter shows the results of the study which were based on the data collected from
the questionnaires completed by teachers and students in Ban Cha-uat School. The teachers' tool
was divided into three main parts; general information of the participants, teachers’ attitude
towards English vocabulary teaching methods in distance learning, and teachers' online English
vocabulary teaching methods. The students' tool was divided into two parts; general information
of the participants, and students’ attitude towards English vocabulary teaching methods in
distance learning. The data were analyzed and processed by Microsoft Excel version Microsoft 365
and the findings are presented in terms of tables and reports.
4.1 The results of the teachers’ questionnaire
4.1.1 General Information of the Participants
The first part reports the data analysis of teachers’ general information regarding their age
and experience year in teaching English. The data are shown in Table 4.1 and Table 4.2 below.
Age Frequency Percentage
20-29 2 40
30-39 2 40
40-49 1 20
Total 5 100
Table 4.1 Age of the participants
Table 4.1 shows that the participants' age range of 20-29 years old was 40% (2 teachers),
as well as the age range of 30-39 years old, which also was 40% (2 teachers), and there was only
one 40-49-year-old participant (20%).
Ex Year Frequency Percentage
1-9 4 80
10-19 1 20
Total 5 100
Table 4.2 English teaching experience
Table 4.2 shows that most of participants or 80% (4 teachers) have experience in
teaching English 1-9 years, and only one of the participants has 10-19 years of experience in
teaching English (20%).
 29

4.1.2 Teachers’ attitude towards English vocabulary teaching methods in distance learning
The second part reports the information of teachers’ attitudes towards English vocabulary
teaching methods in distance learning. The questionnaire was designed to collect data from
teachers in Ban Cha-uat School. A five-point Likert-type scale was used to measure participants’
attitudes. The data were described by descriptive statistics including mean (𝑥̅ ) and standard
deviation (S.D.) as follows:
Statements Mean S.D. Level
1. Letting students communicate in real
4.20 0.837 Agree
situations is important.
2. Teachers should mainly use textbooks in
3.60 0.894 Agree
teaching vocabulary.
3. Teaching vocabulary emphasizes language
4.20 1.095 Agree
practice and language use.
4. Students need step-by-step vocabulary
4.20 1.095 Agree
development.
5. Vocabulary should be taught by using real
4.60 0.894 Strongly Agree
materials, such as pictures, gestures, videos, etc.
6. Teaching vocabulary with a none pressure
3.80 0.837 Agree
atmosphere is the most efficient way.
7. Students cannot make mistakes when using
2.60 1.517 Neutral
vocabulary.
8. The students’ imitation and repetition are
considered the most efficient way to learn 3.80 0.837 Agree
vocabulary.
9. Teachers must integrate students' culture and
4.20 0.837 Agree
lifestyle with the contents.
10. Assigning individual work makes students
learn more, compared with assigning them with 3.60 1.342 Agree
group work.
Total 3.88 1.018 Agree
Table 4.3 Teachers’ attitude towards English vocabulary teaching methods in distance learning
 30

In Table 4.3, the overall findings showed that the majority of the attitudes towards English
vocabulary teaching methods in distance learning of the participants were 'agree' (Mean =3.88,
S.D.=1.018). As can be seen in the table, most of the SLA-student-centered type items (1, 3, 4, 5,
6, and 9) have results that indicate more average scores than those towards teacher-centered
type items (2, 7, 8, and 10). This can be said that the teachers found that SLA-Student-Centered
is the appropriate Vocabulary Teaching Method in distance learning.
4.1.3 Teachers’ online English vocabulary teaching methods (n=4)
The teachers said,
“I teach how to follow pictures or real things by Google Meet.”
“I had students listen to the pronunciation of English words several times and had them
practice the pronunciation of the words. Once the students have pronounced the words correctly
and know the meaning of the words, they will learn the words through the form of sentences or
short readings.”
“I use YouTube, PowerPoint and Google Meet to teach the learners.”
“Teaching vocabulary by video in YouTube.”
According to the teachers' answers, we found that teachers in Ban Cha-uat School consider
changing the teaching environment to the virtual one by using a variety of media or tools to
enhance students' context in the lessons. Teachers play a role as a facilitator in providing teaching
materials to support and suggest appropriate guidelines for students. In addition, teachers and
students engage in learning activities together using media, materials, and learning tools. Teachers
also consider techniques and methods of teaching and learning activities that are appropriate for
the development of students. Therefore, these show that teachers at Ban Cha-uat School use a
student-centered teaching approach during online learning.
4.2 The results of the students' questionnaire
4.2.1 General Information of the Participants
The first part reports the data analysis of students’ general information regarding their
age and English study times per week. The data are shown in Table 4.4 and Table 4.5 below.
Age Frequency Percentage
7-9 49 16.50
10-12 248 83.50
Total 297 100
Table 4.4 Age of the participants
 31

Table 4.4 shows that most of the participants or 83.50% (248 students) were in the age
range of 10-12 years old, and 16.50% (49 students) of the participants were in the age range of 7-
9 years old.
Times/Week Frequency Percentage
1 115 38.72
2 94 31.65
3-4 68 22.90
5-6 7 2.36
7-8 4 1.35
9-10 9 3.03
Total 297 100
Table 4.5 English study times per week
Table 4.5 shows that the majority of participants or 38.72% (115 students) studied the
English language only once a week. Meanwhile, 31.65% (94 students) studied the English language
twice a week, followed by 22.90% (68 students) of them who studied 3-4 times per week, and
only 3.03% (9 students) who studied 9-10 times per week. There were 7 students (2.36%) who
studied the English language 5-6 times per week, and there were only 4 students (1.35%) who
studied the English language 7-8 times per week.
4.2.2 Students’ attitude towards English vocabulary teaching methods in distance learning
The second part shows the information of students’ attitudes towards English vocabulary
teaching methods in distance learning. The questionnaire was designed to collect data from
students in Ban Cha-uat School. A five-point Likert-type scale was used to measure participants’
attitudes. The data were described by descriptive statistics including mean (𝑥̅ ) and standard
deviation (S.D.) as follows:
Statements Mean S.D. Level
1. I prefer group work to individual work. 3.82 1.104 Agree
2. I want to learn the contents of my culture and
3.43 0.858 Neutral
lifestyle.
3. I want to learn by communicating in real
3.82 0.200 Agree
situations.
4. I want to learn vocabulary step-by-step. 4.36 0.608 Agree
5. I want to be allowed to make mistakes when
3.13 1.234 Neutral
using vocabulary.
 32

Statements Mean S.D. Level

6. I want more vocabulary practice and use. 4.29 0.903 Agree
7. I prefer learning vocabulary by imitation and
3.62 1.319 Agree
repetition.
8. I prefer learning vocabulary using real materials
4.04 1.021 Agree
such as pictures, gestures, videos, etc.
9. I like to learn vocabulary in a none pressure
4.56 0.520 Strongly Agree
atmosphere.
10. I prefer learning vocabulary by textbooks only. 2.82 0.936 Neutral
Total 3.79 0.870 Agree
Table 4.6 Students’ attitude towards English vocabulary teaching methods in distance learning
In Table 4.6, the overall findings showed that the majority of the attitudes towards English
vocabulary teaching methods in distance learning of the participants were 'agree' (Mean =3.78,
S.D.=0.870). As can be seen in the table, most of the SLA-student-centered type items (1, 2, 3, 4,
5, 6, 8, and 9) have results that indicate more average scores than those towards teacher-centered
type items (7 and 10). This can be said that students found that SLA-Student-Centered is the
appropriate Vocabulary Teaching Method in distance learning.
4.3 The guideline of english vocabulary teaching methods in distance learning
The findings indicated that some students were neutral towards learning the contents of
their cultures and lifestyles and allowing themselves to make mistakes when using vocabulary. To
improve those attitudes, teachers need teaching methods that can encourage the students in
boosting self-esteem and intercultural awareness; for example, teachers create safe-learning zone
that allow mistakes, they design lessons that let students recognize the knowledges themselves,
the community has roles in teaching culture-related vocabulary and encourage the students to
be proud of their cultures, and the students build up awareness of bullying and encouragement.
Thus, we create the guideline of english vocabulary teaching methods in distance learning for Ban
Cha-uat School according to the solutions, including activity ideas from InsKru’s 50 idea khong
nak aok bab kan rian ru.
 CHAPTER 5
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
The last chapter presents (1) a summary of the survey study, (2) a summary of the findings,
(3) discussion of the results, (4) the conclusion, and (5) recommendations for further research.
5.1 Summary of the study
This section summarizes the study of students’ attitude towards English grammar learning
as follows:
5.1.1 Objectives of the study
The study aimed to study English vocabulary teaching methods, used by teachers in Ban
Cha-uat school in distance learning, examine the attitudes of teachers and students in Ban Cha-
uat school towards the vocabulary teaching methods in distance learning, and create an
elementary teachers’ guideline of the English vocabulary teaching methods for distance learning
in Ban Cha-uat School.
5.1.2 Subjects, Materials, and Procedures
Subjects: The participants were 297 English teachers and students, from 1300 people at
Ban Cha-uat School in Nakhon Si Thammarat, Thailand. They were calculated by the Table for
Determining Sample Size from a Given Population from Krajcie and Morgan (1970 as cited in
Pasunon, 2014).
Materials: The research instruments for data collection were the teachers' questionnaire
and the students’ questionnaire. Firstly, the teachers' questionnaire was adapted from Larsson
(2014). The questionnaire consisted of four parts: the first part was informed consent. The second
part was general information. It included two items. The third part was statements about teachers’
attitudes towards English vocabulary teaching methods. It included 10 items. The last part was
teachers' online English vocabulary teaching methods. Next, the students' questionnaire was
adapted from Lhorsumeth (2017). The questionnaire consisted of three parts: the first part was
informed consent. The second part was general information. It included two items. The last part
was statements about students’ attitudes towards English vocabulary teaching methods. It
included 10 items. The questionnaire was designed both in Thai and English to make it more
understandable for the students.
Procedures: The questionnaires were placed in Google Form and distributed to English
teachers and students at Ban Cha-uat School. The English teachers gathered the participants in a
group chat via Line and then pasted the questionnaire link in the chat box. All completed
questionnaires were collected and analyzed using statistical analysis, such as frequency,
percentage, mean, and standard deviation, for the quantitative data via Microsoft Excel version
Microsoft 365 and used content analysis for the qualitative data.
 34

5.2 Summary of the findings

The results of the study can be summarized as follows:
5.2.1 The results of the teachers’ questionnaire
5.2.1.1 General Information of the Participants
The participants' age range of 20-29 years old was 40% (2 teachers), as well as the
age range of 30-39 years old, which also was 40% (2 teachers), and there was only one 40-
49-year-old participant (20%). Most of participants or 80% (4 teachers) have experience in
teaching English 1-9 years.
5.2.1.2 Teachers’ attitude towards English vocabulary teaching methods in distance
learning
The overall findings showed that the attitudes towards English vocabulary teaching
methods in distance learning of the participants were 'agree' (Mean = 3.88, S.D. = 1.018).
As can be seen in the table, most of the SLA-student-centered type items (1, 3, 4, 5, 6,
and 9) have results that indicate more average scores than those towards teacher-centered
type items (2, 7, 8, and 10). This can be said that the teachers found that SLA-Student-
Centered is the appropriate Vocabulary Teaching Method in distance learning.
5.2.1.3 Teachers’ online English vocabulary teaching methods
According to the teachers' answers, we found that teachers in Ban Cha-uat School
consider changing the teaching environment to the virtual one by using a variety of media
or tools to enhance students' context in the lessons. Teachers play a role as a facilitator
in providing teaching materials to support and suggest appropriate guidelines for students.
In addition, teachers and students engage in learning activities together using media,
materials, and learning tools. Teachers also consider techniques and methods of teaching
and learning activities that are appropriate for the development of students. Therefore,
these show that teachers at Ban Cha-uat School use a student-centered teaching approach
during online learning.
5.2.2 The results of the students' questionnaire
5.2.2.1 General Information of the Participants
Most participants or 83.50% (248 students) were in the age range of 10-12 years
old, and 16.50% (49 students) of the participants were in the age range of 7-9 years old.
38.72% of participants (115 students) studied the English language only once a week.
Meanwhile, 31.65% (94 students) studied the English language twice a week, followed by
22.90% (68 students) of them who studied 3-4 times per week.
 35

5.2.2.2 Students’ attitude towards English vocabulary teaching methods in distance

learning
The findings showed that the attitudes towards English vocabulary teaching
methods in distance learning of the participants were 'agree' (Mean = 3.78, S.D. = 0.870).
As can be seen in the table, most of the SLA-student-centered type items (1, 2, 3, 4, 5, 6,
8, and 9) have results that indicate more average scores than those towards teacher-
centered type items (7 and 10). This can be said that students found that SLA-Student-
Centered is the appropriate Vocabulary Teaching Method in distance learning.
5.2.3 The guideline of english vocabulary teaching methods in distance learning
The findings indicated that some students were neutral towards learning the
contents of their cultures and lifestyles and allowing themselves to make mistakes when
using vocabulary. To improve those attitudes, teachers need teaching methods that can
encourage the students in boosting self-esteem and intercultural awareness; for example,
teachers create safe-learning zone that allow mistakes, they design lessons that let
students recognize the knowledges themselves, the community has roles in teaching
culture-related vocabulary and encourage the students to be proud of their cultures, and
the students build up awareness of bullying and encouragement. Thus, we create the
guideline of english vocabulary teaching methods in distance learning for Ban Cha-uat
School according to the solutions, including activity ideas from InsKru’s 50 idea khong nak
aok bab kan rian ru.
5.3 Discussion
This section concerns the significant points from the results of the study. The discussion
of the English vocabulary teaching methods that the teachers from Ban Cha-uat School used in
distance learning, the attitudes among teachers and students towards teaching vocabulary
methods in distance learning, and methods can improve the elementary students’ attitudes in
distance learning were described as follows:
5.3.1 Research question one: What are the English vocabulary teaching methods that
the teachers from Ban Cha-uat School used in distance learning?
The present study showed that teachers at Ban Cha-uat School use a student-centered
teaching approach during online learning. Accordingly, they consider changing the environment by
using a variety of media or tools to enhance students' context in the lessons. They also play a
role as a facilitator in providing teaching materials to support students.
The results of the study are consistent with the study of Hasram et al. (2020), which
demonstrated that online games are useful tools for vocabulary acquisition since they increase
learners' learning pleasure and facilitate independent learning among learners. The results of the
 36

study are also consistent with the study of Al-Jarf (2016), which studied using online learning in
EFL vocabulary education at home as a supplement to classroom instruction. It was determined
that in learning situations when technology is unavailable to EFL students and teachers, using
technology from home or as a complement to traditional classroom tactics can motivate and
boost EFL students' learning and vocabulary acquisition.
The results of the two research from above supported why teachers at Ban Cha-uat School
use the student-centered teaching approach because this type of teaching helps students to have
engagement, and learn better than using the traditional teaching approach.
5.3.2 Research question two: What are the attitudes among teachers and students
towards teaching vocabulary methods in distance learning?
The overall findings of the study revealed that teachers’ attitudes towards the English
vocabulary teaching method were positive. They thought that the SLA-Student-Centered teaching
method is appropriate in distance learning. Moreover, students’ attitudes were also positive. They
also thought that learning English vocabulary through interesting and enjoyable activities would
be better and can help them reduce their anxiety level. However, some students were neutral
towards learning the contents of their cultures and lifestyles and allowing themselves to make
mistakes when using vocabulary.
The findings of this research are compatible with the study of Larsson (2014). The findings
revealed that both teachers and students felt that implicit vocabulary learning, which is also one
of the SLA-teaching methods is the most effective.
Thus, the SLA-Student-Centered teaching methods can recieve positive attitudes from
teachers and students.
5.3.3 Research question three: What methods can improve the elementary students’
attitudes in distance learning?
The findings indicated that some students were neutral towards learning the contents of
their cultures and lifestyles and allowing themselves to make mistakes when using vocabulary. To
improve those attitudes, teachers need teaching methods that can encourage the students in
boosting self-esteem and intercultural awareness; for example, teachers create safe-learning zone
that allow mistakes, they design lessons that let students recognize the knowledges themselves,
the community has roles in teaching culture-related vocabulary and encourage the students to
be proud of their cultures, and the students build up awareness of bullying and encouragement.
The findings of this research are compatible with the theories of Krashen (1994, 2004 as
cited in Krashen, 2013) and Chomsky (Sasanapradit, 2020). They said that we acquire language
when we understand what others say to us or when we read. While people differ in many ways,
they do not differ in how they learn to speak. Likewise, comprehensible input is the knowledge
 37

from what we hear or read in daily life. If we give enough comprehensible input, the structures
will be present. We don't have to focus on specific points. If the student has low self-esteem to
speak the language, the input will be understood but will not reach the language acquisition
device, which is what Chomsky refers to, as the part of the brain responsible for language
acquisition. It will be kept out by the affective filter.
Accordingly, they show that we need to develop students to have more self-esteem and
learn naturally by connecting the context of the students' daily lives to the lesson.
5.4 Conclusion
The present study showed that teachers at Ban Cha-uat School use a student-centered
teaching approach during online learning. Accordingly, they consider changing the environment by
using a variety of media or tools to enhance students' context in the lessons. They also play a
role as a facilitator in providing teaching materials to support students. The overall findings of the
study revealed that teachers’ attitudes towards the English vocabulary teaching method were
positive. They thought that the SLA-Student-Centered teaching method is appropriate in distance
learning. Moreover, students’ attitudes were also positive. They also thought that learning English
vocabulary through interesting and enjoyable activities would be better and can help them reduce
their anxiety level. However, some students were neutral towards learning the contents of their
cultures and lifestyles and allowing themselves to make mistakes when using vocabulary. To
improve those attitudes, teachers need teaching methods that can encourage the students in
boosting self-esteem and intercultural awareness.
5.5 Recommendations for further research
The following recommendations are made based on the findings and conclusions of this study.
5.5.1 Further research is suggested to include more participants from the other elementary
schools to examine and compare the differences of teachers’ and students’ attitude
towards the English vocabulary teaching method in distance learning.
5.5.2 Further research should include the participants’ English vocabulary test to
investigate whether their attitudes and English vocabulary ability are related to each
other or not.
5.5.3 There should be an investigation of teacher’s the English vocabulary teaching method
in distance learning by comparing efficiency between teacher-centered and SLA-
student-centered.
5.5.4 Further study is suggested to include interviews and observations regarding the online
English structure classroom to collect more in-depth data.
 38

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https://doi.org/10.1016/j.sbspro.2011.03.049
IELTS Research. (2020). Test-taker performance 2019. https://www.ielts.org/for-researchers/test-
statistics/test-taker-performance
Jain, V. (2014). 3D Model of Attitude. International Journal of Advanced Research
in Management and Social Sciences, 3(3), 1-12.
https://www.researchgate.net/publication/265567380_3D_Model_of_Attitude
Kariuki, P. N., & Bush, E. (2008, November 5-7). The effects of Total Physical Response by
Storytelling and the Traditional Teaching Styles of a Foreign Language in a selected High
School. In L. Kondrick & J. Holmes (Chairs), Yes – Research Can Drive Change
[Symposium]. The 37th Annual Meeting of the Mid. South Educational Research
Association, Knoxville, TN, United States. https://files.eric.ed.gov/fulltext/ED503364.pdf
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful
online courses in higher education. Journal of Educational Technology Systems, 46(1), 4–
29.
https://www.researchgate.net/publication/319013030_Issues_and_Challenges_for_Teachin
g_Successful_Online_Courses_in_Higher_Education_A_Literature_Review
Krajka, J. (2021). Teaching grammar and vocabulary in COVID-19 times: Approaches used in
online teaching in Polish schools during a pandemic. The JALT CALL Journal, 11(2), 112-
134. https://doi.org/10.29140/jaltcall.v17n2.379
 40

Krashen, S. (2013). Second Language Acquisition: Theory, Applications, and Some Conjectures.
http://www.sdkrashen.com/content/articles/krashen_sla.pdf?fbclid=IwAR1Vq5-F5oR6tbt-
qPR6A4rYV2NnOcPwHesPYjpI9cz1al_PesqfKKgqBTo
Larsson, T. (2014). Vocabulary learning: A study of students’ and teachers’ attitudes towards
English vocabulary learning in lower secondary school (diva2:704294) [Bachelor's thesis,
Karlstad University]. DiVA portal. https://www.diva-
portal.org/smash/get/diva2:704294/FULLTEXT01.pdf?fbclid=IwAR1rW8Lk7id6gZ5j4emBXW
GNWETsVf0kPVz_mmnny5dQjJlVPhlwZhclmF4
Lhorsumeth, P. (2017). A Survey Study of Attitudes Towards English Grammar Learning of Thai
Private University Students [Master's thesis, Thammasat University]. TU e-Thesis.
http://ethesisarchive.library.tu.ac.th/thesis/2017/TU_2017_5921040332_9125_7297.pdf?fb
clid=IwAR1pmJnOSdqYOGxwm9aWNx__K7muxgQn1RVJ8jjNYSmPZDIfYe25G90EDUk
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https://www.cambridge.org/elt/resources/appliedlinguistics/vocabulary/TeachingVocabula
ryMcCartenInner.pdf
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Duhamel, K. Kazuhiro, L. M. Wright, O. Susumu, S. Kim, S. Rahman, S. Matsunaga, V.
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Hh0FPoO-Kd-y4bpL-RJDPuPKaigjAUazXxbY
 41

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020-00229-8
Willis, D. & Willis, J. (2007). Doing Task-based Teaching. https://vk.com/wall-93166146_9017
Appendices
 43

A. Teachers’ Questionnaire
Attitudes of Teachers and Students in Ban Cha-uat School towards English Vocabulary
Teaching Methods in Distance Learning
Part I: Informed Consent
You are invited to participate in a research study about the attitudes of teachers and
students in Ban Cha-uat School towards English vocabulary teaching methods in distance learning.
The goal of this research study is to study English vocabulary teaching methods, used by
teachers in distance learning, examine the attitudes of teachers and students towards the
vocabulary teaching methods in distance learning, and create an elementary teachers’ guideline
of the English vocabulary teaching methods for distance learning in Ban Cha-uat School.
This study is being conducted by Phimphakan Bunthongkaeo and Rachawadee Meensun.
Participation in this study is voluntary. If you agree to participate in this study, you would
answer the questionnaire. It includes questions about your attitudes towards English vocabulary
teaching methods and the methods you teach in distance learning.
Participating in this study may not benefit you directly, but it will help us learn about your
attitudes towards English vocabulary teaching methods and the methods you teach in distance
learning.
You may skip any questions you don’t want to answer and you may exit the questionnaire
at any time.
The information you will share with us if you participate in this study will be kept
completely confidential to the full extent of the law.
Your information will be assigned a code number that is unique to this study. No one will
be able to see your survey or even know whether you participated in this study. While the
researchers will keep your information confidential, there are some risks of data leaks when
sending information over the internet that are beyond the control of the researchers.
By completing this survey, you are consenting to participate in this study.
 44

Part II: General information

Please answer your information:
Age ______ years old
I have been teaching English for ______ years.
Part III: Attitude towards English vocabulary teaching methods
Please indicate whether you agree or disagree with the following statements:
1 = strongly disagree
2 = disagree
3 = neutral
4 = agree
5 = strongly agree
1. Let students communicate in real situations is important.

2. Teachers should mainly use textbooks in teaching vocabulary.

3. Teaching vocabulary emphasizes language practice and language use.

4. Students need step-by-step vocabulary development.

5. Vocabulary should be taught using real materials, such as pictures, gestures, videos, etc.

6. Teaching vocabulary with a none pressure atmosphere is the most efficient way.

7. Students cannot make mistakes when using vocabulary.

 45

8. The students’ imitation and repetition is the most efficient way to learn vocabulary.

9. Teachers must combine students' culture and lifestyle in the contents.

10. Assigning individual work makes students learn more than assigning group work.

Part IV: Your online English vocabulary teaching methods

Please describe your online methods of teaching vocabulary to your students. Feel free to answer
in either English or Thai!
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
* Additional comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Thank you for your contribution!

 46

B. Students’ Questionnaire
Attitudes of Teachers and Students in Ban Cha-uat School towards English Vocabulary
Teaching Methods in Distance Learning
Part I: Informed Consent (ตอนที่ 1: การให้ความยินยอม)
This questionnaire is a part of the research paper submitted in partial fulfillment of the
requirements for the course named “0115482 Specific Topics in English Learning and Teaching,”
Faculty of Education, Thaksin University. Researchers intend to study attitudes of students in Ban
Cha-uat School towards English vocabulary teaching methods in distance learning. The result of
the study will be kept confidential and will be used for educational purposes only.
There are three parts to this questionnaire. The first part informs consent. The second part
is general information about the students. The final part is the statements related to attitudes
towards English vocabulary teaching methods in distance learning.
By completing this survey, you are consenting to participate in this study.
แบบสอบถามนี้เป็นส่วนหนึ่งของงานวิจัยที่เป็นไปตามข้อกำหนดของรายวิชา 0115482 การศึกษาเฉพาะ
เรื่องด้านการเรียนการสอนภาษาอังกฤษ สาขาวิชาภาษาอังกฤษ คณะศึกษาศาสตร์ มหาวิทยาลัยทักษิณ คณะวิจัย
ตั้งใจที่จะศึกษาทัศนคติของนักเรียนชั้นประถมศึกษาปีที่ 4 โรงเรียนบ้านชะอวดต่อวิธีการสอนคำศัพท์ภาษาอังกฤษ
ทางไกล โดยผลการศึกษาจะถูกเก็บเป็นความลับและจะใช้เพื่อการศึกษาเท่านั้น
แบบสอบถามนี้มีสามส่วน ส่วนแรกคือการให้ความยินยอม ส่วนที่สองเกี่ยวข้องกับข้อมูลเบื้องต้นของ
นักเรียน และส่วนที่สามเกี่ยวกับข้อความที่เกี่ยวข้องกับทัศนคติต่อวิธีการสอนคำศัพท์ภาษาอังกฤษทางไกล
เมื่อคุณกรอกแบบสำรวจ แสดงว่าคุณยินยอมเข้าร่วมในการศึกษานี้

Part II: General information (ตอนที่ 2: ข้อมูลเบื้องต้นของคุณ)

Please answer your information: (กรุณากรอกข้อมูลของคุณตามความเป็นจริง)
Age ______ years old (อายุ ______ ปี)
How often do you study an English subject per week? (คุณเรียนภาษาอังกฤษกี่ครั้งต่อ 1 สัปดาห์)
 once a week (สัปดาห์ละ 1 ครั้ง)  twice a week (สัปดาห์ละ 2 ครั้ง)
 3-4 times a week (สัปดาห์ละ 3-4 ครั้ง)  5-6 times a week (สัปดาห์ละ 5-6 ครั้ง)
 7-8 times a week (สัปดาห์ละ 7-8 ครั้ง)  9-10 times a week (สัปดาห์ละ 9-10 ครั้ง)
 47

Part III: Attitude towards online English vocabulary teaching methods

(ตอนที่ 3: ทัศนคติของคุณที่มีต่อวิธีการสอนคำศัพท์ภาษาอังกฤษนอกสถานศึกษา)
Please indicate whether you agree or disagree with the following statements:
(กรุณาเลือกระดับความเห็นด้วยของคุณต่อประโยคต่อไปนี้ตามความเป็นจริง)
1 = strongly disagree (ไม่เห็นด้วยอย่างยิ่ง)
2 = disagree (ไม่เห็นด้วย)
3 = neutral (ปานกลาง)
4 = agree (เห็นด้วย)
5 = strongly agree (เห็นด้วยอย่างยิ่ง)
1. ฉันชอบทำงานกลุ่มมากกว่างานเดี่ยว
I prefer group work to individual work.

2. ฉันชอบเรียนคำศัพท์เกี่ยวกับวิถีชีวิตและวัฒนธรรมของฉัน
I want to learn the contents of my culture and lifestyle.

3. ฉันชอบเรียนคำศัพท์จากการสนทนาในสถานการณ์ต่าง ๆ
I want to learn by communicating in real situations.

4. ฉันชอบเรียนคำศัพท์แบบค่อย ๆ เรียนรู้ไปแต่ละขั้นตอน
I want to learn vocabulary step-by-step.

5. ฉันอยากใช้คำศัพท์ผิดพลาดได้บ้างในคาบเรียน
I want to be allowed to make mistakes when using vocabulary.
 48

6. ฉันอยากฝึกและใช้คำศัพท์มากกว่านี้
I want more vocabulary practice and use.

7. ฉันชอบเรียนคำศัพท์ผ่านการเลียนแบบครูและทำตามครูซ้ำ ๆ
I prefer learning vocabulary by imitation and repetition.

8. ฉันชอบเรียนคำศัพท์จากสื่อสมจริง เช่น รูปภาพ ท่าทาง และวิดีโอ เป็นต้น

I prefer learning vocabulary using real materials, such as pictures, gestures, videos, etc.

9. ฉันชอบเรียนคำศัพท์ในบรรยากาศที่ไม่มีความกดดัน
I like to learn vocabulary in a none pressure atmosphere.

10. ฉันชอบเรียนคำศัพท์จากหนังสือเรียนเท่านั้น
I prefer learning vocabulary by textbooks only.

* Additional comments: (ความคิดเห็นเพิ่มเติม)

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Thank you for your contribution! (ขอขอบคุณสำหรับความร่วมมือ)

 49

C. IOC Evaluation
IOC Evaluation Result
Components Results
Teachers’ Questionnaire
Part I: Informed Consent +1
Part II: General information +1
Part III: Attitude towards English vocabulary
+1
teaching methods
Part IV: Your online English vocabulary
+1
teaching methods
Additional comments +1
Students’ Questionnaire
Part I: Informed Consent +1
Part II: General information +1
Part III: Attitude towards English vocabulary
+1
teaching methods
Additional comments +1
Final Result +1

Lists of Experts
No. Name Affiliation
1 Dr. Jatupong Mora Western Languages Programs, Faculty of Humanities
and Social Sciences, Thaksin University
2 Assist. Prof. Jureeporn Malelohit Western Languages Programs, Faculty of Humanities
and Social Sciences, Thaksin University
3 Dr. Supanan Prommak Western Languages Programs, Faculty of Humanities
and Social Sciences, Thaksin University
 50

IOC Evaluation Forms

Teachers’ Questionnaire: Attitudes of Teachers in Ban Cha-uat School towards English
Vocabulary Teaching Methods in Distance Learning
Criteria for result interpretation
The results will be described using mean and standard deviation. Mean scores will be
interpreted by using a Likert scale including the following five ranges.
Average Point Range Interpretation
4.50 – 5.00 Strongly Agree
3.50 – 4.49 Agree
2.50 – 3.49 Neutral
1.50 – 2.49 Disagree
1.00 – 1.49 Strongly Disagree
The items will be categorized in SLA-student-centered type and teacher-centered type as
shown below.
Vocabulary Teaching Method Types Items
SLA-Student-Centered Type 1, 3, 4, 5, 6, 9
Teacher-Centered Type 2, 7, 8, 10
Total 10
If SLA-student-centered type items have results that indicates more agreements than
those towards teacher-centered type items, and most answers from the open-ended question
(part IV) are categorized in SLA-student-centered type, the overall results will be interpreted that
Ban Cha-uat teachers mainly use SLA-student-centered vocabulary teaching methods which they
deemed appropriate in distance learning.
Objectives
1. To study English vocabulary teaching methods used by teachers in Ban Cha-uat school in
distance learning.
2. To examine the attitudes of teachers and students in Ban Cha-uat school towards the
vocabulary teaching methods in distance learning.
3. To create an elementary teachers’ guideline of the English vocabulary teaching methods for
distance learning in Ban Cha-uat School.
 51

Attitudes of Teachers in Ban Cha-uat School towards English Vocabulary Teaching Methods
in Distance Learning
Part I: Informed Consent
You are invited to participate in a research study about the attitudes of teachers and
students in Ban Cha-uat School towards English vocabulary teaching methods in distance
learning.
The goal of this research study is to study English vocabulary teaching methods, used by
teachers in distance learning, examine the attitudes of teachers and students towards the
vocabulary teaching methods in distance learning, and create an elementary teachers’ guideline
of the English vocabulary teaching methods for distance learning in Ban Cha-uat School.
This study is being conducted by Phimphakan Bunthongkaeo and Rachawadee Meensun.
Participation in this study is voluntary. If you agree to participate in this study, you would
answer the questionnaire. It includes questions about your attitudes towards English vocabulary
teaching methods and the methods you teach in distance learning.
Participating in this study may not benefit you directly, but it will help us learn about
your attitudes towards English vocabulary teaching methods and the methods you teach in
distance learning.
You may skip any questions you don’t want to answer and you may exit the
questionnaire at any time.
The information you will share with us if you participate in this study will be kept
completely confidential to the full extent of the law.
Your information will be assigned a code number that is unique to this study. No one will
be able to see your survey or even know whether you participated in this study. While the
researchers will keep your information confidential, there are some risks of data leaks when
sending information over the internet that are beyond the control of the researchers.
By completing this survey, you are consenting to participate in this study.

Expert
Evaluation Comments
+1 0 -1
✓
 52

Part II: General information

Please answer your information:
Age ______ years old
I have been teaching English for ______ years.
Expert
Evaluation Comments
+1 0 -1
✓
Part III: Attitude towards English vocabulary teaching methods
Please indicate whether you agree or disagree with the following statements:
1 = strongly disagree
2 = disagree
3 = neutral
4 = agree
5 = strongly agree
1. Letting students communicate in real situations is important.

Expert
Evaluation Comments
+1 0 -1
✓

2. Teachers should mainly use textbooks in teaching vocabulary.

Expert
Evaluation Comments
+1 0 -1
✓
 53

3. Teaching vocabulary emphasizes language practice and language use.

Expert
Evaluation Comments
+1 0 -1
✓

4. Students need step-by-step vocabulary development.

Expert
Evaluation Comments
+1 0 -1
✓

5. Vocabulary should be taught by using real materials, such as pictures, gestures, videos, etc.

Expert
Evaluation Comments
+1 0 -1
✓

6. Teaching vocabulary with a none pressure atmosphere is the most efficient way.

Expert
Evaluation Comments
+1 0 -1
✓
 54

7. Students cannot make mistakes when using vocabulary.

Expert
Evaluation Comments
+1 0 -1
✓

8. The students’ imitation and repetition are considered the most efficient way to learn
vocabulary.

Expert
Evaluation Comments
+1 0 -1
✓

9. Teachers must integrate students' culture and lifestyle with the contents.

Expert
Evaluation Comments
+1 0 -1
✓
 55

10. Assigning individual work makes students learn more, compared with assigning them with
group work.

Expert
Evaluation Comments
+1 0 -1
✓

Part IV: Your online English vocabulary teaching methods

Please describe your online methods of teaching vocabulary to your students. Feel free to
answer in either English or Thai!
Expert
Evaluation Comments
+1 0 -1
✓

* Additional comments:
Expert
Evaluation Comments
+1 0 -1
✓

Thank you for your contribution!

 56

Students’ Questionnaire: Attitudes of Students in Ban Cha-uat School towards English

Vocabulary Teaching Methods in Distance Learning
Criteria for result interpretation
The results will be described using mean and standard deviation. Mean scores will be
interpreted by using a Likert scale including the following five ranges.
Average Point Range Results
4.50 – 5.00 Strongly Agree
3.50 – 4.49 Agree
2.50 – 3.49 Neutral
1.50 – 2.49 Disagree
1.00 – 1.49 Strongly Disagree
The items will be categorized in SLA-student-centered type and teacher-centered type as
shown below.
Vocabulary Teaching Method Types Items
SLA-Student-Centered Type 1, 2, 3, 4, 5, 6, 8, 9
Teacher-Centered Type 7, 10
Total 10
If SLA-student-centered type items have results that indicates more agreements than
those towards teacher-centered type items, the overall results will be interpreted that Ban Cha-
uat Students mainly prefer SLA-student-centered vocabulary teaching methods which they
deemed appropriate in distance learning.
Objectives
1. To study English vocabulary teaching methods used by teachers in Ban Cha-uat school in
distance learning.
2. To examine the attitudes of teachers and students in Ban Cha-uat school towards the
vocabulary teaching methods in distance learning.
3. To create an elementary teachers’ guideline of the English vocabulary teaching methods for
distance learning in Ban Cha-uat School.
 57

Attitudes of Students in Ban Cha-uat School towards English Vocabulary Teaching Methods
in Distance Learning
(This questionnaire was made in Thai language for elementary students’ understanding)
Part I: Informed Consent
(ตอนที่ 1: การให้ความยินยอม)
This questionnaire is a part of the research paper submitted in partial fulfillment of the
requirements for the course named “0115482 Specific Topics in English Learning and Teaching,”
Faculty of Education, Thaksin University. Researchers intend to study attitudes of students in Ban
Cha-uat School towards English vocabulary teaching methods in distance learning. The result of
the study will be kept confidential and will be used for educational purposes only.
There are three parts to this questionnaire. The first part informs consent. The second
part is general information about the students. The final part is the statements related to
attitudes towards English vocabulary teaching methods in distance learning.
By completing this survey, you are consenting to participate in this study.
แบบสอบถามนี้เป็นส่วนหนึ่งของงานวิจัยที่เป็นไปตามข้อกำหนดของรายวิชา 0115482 การศึกษาเฉพาะ
เรื่องด้านการเรียนการสอนภาษาอังกฤษ สาขาวิชาภาษาอังกฤษ คณะศึกษาศาสตร์ มหาวิทยาลัยทักษิณ คณะวิจัย
ตั้งใจที่จะศึกษาทัศนคติของนักเรียนชั้นประถมศึกษาปีที่ 4 โรงเรียนบ้านชะอวดต่อวิธีการสอนคำศัพท์ภาษาอังกฤษ
ทางไกล โดยผลการศึกษาจะถูกเก็บเป็นความลับและจะใช้เพื่อการศึกษาเท่านั้น
แบบสอบถามนี้มีสามส่วน ส่วนแรกคือการให้ความยินยอม ส่วนที่สองเกี่ยวข้องกับข้อมูลเบื้องต้นของ
นักเรียน และส่วนที่สามเกี่ยวกับข้อความที่เกี่ยวข้องกับทัศนคติต่อวิธีการสอนคำศัพท์ภาษาอังกฤษทางไกล
เมือ่ คุณกรอกแบบสำรวจ แสดงว่าคุณยินยอมเข้าร่วมในการศึกษานี้
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Part II: General information

(ตอนที่ 2: ข้อมูลเบื้องต้นของคุณ)
Please answer your information: (กรุณากรอกข้อมูลของคุณตามความเป็นจริง)
Age ______ years old (อายุ ______ ปี)
How often do you study an English subject per week? (คุณเรียนภาษาอังกฤษกี่ครั้งต่อ 1 สัปดาห์)
 once a week (สัปดาห์ละ 1 ครั้ง)  twice a week (สัปดาห์ละ 2 ครั้ง)
 3-4 times a week (สัปดาห์ละ 3-4 ครั้ง)  5-6 times a week (สัปดาห์ละ 5-6 ครั้ง)
 7-8 times a week (สัปดาห์ละ 7-8 ครั้ง)  9-10 times a week (สัปดาห์ละ 9-10 ครั้ง)
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Part III: Attitude towards online English vocabulary teaching methods

(ตอนที่ 3: ทัศนคติของคุณที่มีต่อวิธีการสอนคำศัพท์ภาษาอังกฤษนอกสถานศึกษา)
Please indicate whether you agree or disagree with the following statements:
(กรุณาเลือกระดับความเห็นด้วยของคุณต่อประโยคต่อไปนี้ตามความเป็นจริง)
1 = strongly disagree (ไม่เห็นด้วยอย่างยิ่ง)
2 = disagree (ไม่เห็นด้วย)
3 = neutral (ปานกลาง)
4 = agree (เห็นด้วย)
5 = strongly agree (เห็นด้วยอย่างยิ่ง)
1. ฉันชอบทำงานกลุ่มมากกว่างานเดี่ยว
I prefer group work to individual work.

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2. ฉันชอบเรียนคำศัพท์เกี่ยวกับวิถีชีวิตและวัฒนธรรมของฉัน
I want to learn the contents of my culture and lifestyle.

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3. ฉันชอบเรียนคำศัพท์จากการสนทนาในสถานการณ์ต่าง ๆ
I want to learn by communicating in real situations.

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4. ฉันชอบเรียนคำศัพท์แบบค่อย ๆ เรียนรู้ไปแต่ละขั้นตอน
I want to learn vocabulary step-by-step.

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5. ฉันใช้คำศัพท์ผิดพลาดได้บ้างในคาบเรียน
I want to be allowed to make mistakes when using vocabulary.

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6. ฉันอยากฝึกและใช้คำศัพท์มากกว่านี้
I want more vocabulary practice and use.

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7. ฉันชอบเรียนคำศัพท์ผ่านการเลียนแบบครูและทำตามครูซ้ำ ๆ
I prefer learning vocabulary by imitation and repetition.

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8. ฉันชอบเรียนคำศัพท์จากสื่อสมจริง เช่น รูปภาพ ท่าทาง และวิดีโอ เป็นต้น

I prefer learning vocabulary using real materials such as pictures, gestures, videos, etc.

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9. ฉันชอบเรียนคำศัพท์ในบรรยากาศที่ไม่มีความกดดัน
I like to learn vocabulary in a none pressure atmosphere.

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10. ฉันชอบเรียนคำศัพท์จากหนังสือเรียนเท่านั้น
I prefer learning vocabulary by textbooks only.

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* Additional comments: (ความคิดเห็นเพิ่มเติม)
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Thank you for your contribution! (ขอขอบคุณสำหรับความร่วมมือ)
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D. The Guideline of English Vocabulary Teaching Methods in Distance Learning

for Ban Cha-uat School
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