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Effects of Vocabulary Instruction Using Bottom-up and Top-down Instructional Approaches on Bhutanese Secondary Students' Vocabulary Knowledge |
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| รหัสดีโอไอ | |
| Creator | Pem Chencho |
| Title | Effects of Vocabulary Instruction Using Bottom-up and Top-down Instructional Approaches on Bhutanese Secondary Students' Vocabulary Knowledge |
| Contributor | Maneerat Ekkayokkaya |
| Publisher | Centre for Educational Innovation, Print and Online Media Chulalongkorn University |
| Publication Year | 2565 |
| Journal Title | An Online Journal of Education |
| Journal Vol. | 17 |
| Journal No. | 1 |
| Page no. | OJED1701013 (13 pages) |
| Keyword | Bottom-UpInstructional Approach(BU), Top-Down Instructional Approach(TD), vocabulary knowledge, secondaryschoolstudents |
| URL Website | https://so01.tci-thaijo.org/index.php/OJED/index |
| Website title | วารสารอิเล็กทรอนิกส์ทางการศึกษา (An Online Journal of Education: OJED) |
| ISSN | 1905-4491 |
| Abstract | This study aimed to (1) investigate the effectiveness of bottom-up (BU) and top-down (TD) instructional approacheson ESL learners' vocabulary learning, (2) comparethe effects of the two approaches on the development of vocabulary knowledge of Bhutanese secondary school students, and (3) explore the learners' opinions towards the two approaches. The participants of this study were seventy tenth-graders from a Bhutanese secondary school. They were divided into two groups: BUand TD, and each group of students learned vocabulary through a different instructional approach. The learners underwent treatment sessionsfor two months to learn 168 new academic vocabularies. The students' English vocabulary knowledge was measured quantitatively through vocabulary tests: the vocabulary size test (VST) and theupdated vocabulary levels test(UVLT). The data were analyzed through descriptive and inferential statistical techniques.This was followed by a semi-structured interview to extract the views of the participants on the instructional approachesfor qualitative data. A total of eight participants (two each of high performers and low performers) from two groups were selected for the interview and the data were analyzed through content analysis. The research findings revealed that both approaches were effective in helping to improve the students' vocabulary knowledgebut the resultsalso showed that the improvement in the students' vocabulary knowledge attributed to the BU instructional approach was not significantly different from that of the TD instructional approach. Mostparticipants expressed positive views towards both approaches. |
