| Research Title |
The Development of Primary Students’ Vocabulary Acquisition Performance and Self-Regulation of Learning Awareness through Task-Based Language Teaching (TBLT) |
| Date of Distribution |
18 June 2023 |
| Conference |
| Title of the Conference |
The 10th International Conference on Education (10th ICE 2023) and The 19th National Conference "Education and Learning Innovation for the Post-Pandemic Era and the Future" |
| Organiser |
คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร |
| Conference Place |
ณ Hybrid Conference, การประชุมออนไลน์ ควบคู่กับ Onsite ณ คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร วิทยาเขตพระราชวังสนามจันทร์, จังหวัดนครปฐม |
| Province/State |
|
| Conference Date |
17 June 2023 |
| To |
17 June 2023 |
| Proceeding Paper |
| Volume |
10 |
| Issue |
1 ISBN (E-Book) 978-974-641-843-0 |
| Page |
264-281 |
| Editors/edition/publisher |
Faculty of Education, Silpakorn University, THAILAND |
| Abstract |
The overarching aim of the study was to investigate the impact of task-based language teaching (henceforth, TBLT) on primary students’ vocabulary performance and self-regulation of learning (henceforth, SRL) awareness. The study employed an explanatory research using mixed methods approach utilizing a single group of pre- and post-test design. There were eight students used as participants of the study who were in their fourth grade studying at Banphiafanontun School, in Khon Kaen province. 6 lesson plans, vocabulary pre- and post- vocabulary tests, and semi-structured interviews were the instruments used. Additionally, a Self-Regulated Learning (SRL) Scale was used to track the students’ SRL awareness. Results showed positive gains between the students’ pre-and post- vocabulary acquisition performance as manifested by the overall relative gain score results of 60.53 which was described as “high progression level”. A significant difference between the students’ SRL awareness before (x̅=2.83) and after (x̅=3.44) the implementation of TBLT was also found. Furthermore, all SRL aspects revealed a significant relationship with students’ vocabulary performance indicative that they have become more self-regulated in their learning in terms of planning, self-monitoring, reflection, evaluation, effort, and self-efficacy. Qualitative results showed that students felt that the use of TBLT improved their vocabulary acquisition performance and SRL awareness. It can be concluded that TBLT approach is an effective and efficient class strategy and has practical applications for teaching primary vocabulary and enhancing SRL awareness. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
|
| Citation |
0
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Publication
Journal Publication
ไทย