Using the LINCS Strategies to Develop English Vocabulary in Communicative English for Career Course of Third-Year Students Majoring in Industrial Management at Thepsatri Rajabhat University

Abstract

Background and Aims: English is the lingua franca of communication as more than a quarter of the world's population is proficient in English from a practical to fluent level and the number is likely to increase. In addition to the use of English for communication, in most industrial sectors, tools or systems are used in English as well. The purposes of this research were 1) to develop a learning management plan using the LINCS strategies, 2) to compare the students’ English vocabulary before and after learning management using the LINCS strategies, 3) to compare learning achievements before and after learning management using the LINCS strategies, and 4) to explore students’ satisfaction towards learning management.

Methodology: The population was 20 third-year students majoring in industrial management from the faculty of Industrial Technology at Thepsatri Rajabhat University in the second semester. The instruments were learning management using the LINCS strategies, the English vocabulary test, the achievement test, and Students’ satisfaction on the learning management questionnaire. The statistical devices were mean and SD.

Results: the results were as follows: (1) Overall, the content validity of the learning management plan using the LINCS strategies had an average of 4.68 and was at the highest level of appropriateness. (2) The students’ English vocabulary after learning was higher than before the treatment, with a difference of +7.76. (3) The academic achievement of students after learning the LINCS strategies was higher than before the treatment, with a difference of +13.09. And (4) Overall, the students’ satisfaction with learning management was at the highest level.

Conclusions: Research shows that LINCS-based learning plans are accurate and have high averages, resulting in increased student knowledge and competency, and increased learning satisfaction.