Gender Differences in Perception of Effective Vocabulary Teaching Strategies: An Exploratory Study of Thai University Students
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Published:
May 25, 2021
Keywords:
Perception University students Vocabulary teaching strategies Gender differences
Main Article Content
Abstract
The study aimed to investigate what vocabulary teaching strategies (VTS) Thai tertiary students perceived as effective and to examine if male and female students shared similar perceptions of VTS. The participants were 338 students from different programs at a government university in the south of Thailand. A mixed-method research design was adopted. A questionnaire was the main research instrument to collect the quantitative data concerning students’ perception and differences between male and female students’ perception of effective VTS. Then to gain an insightful data, the qualitative data derived from a semi-structured interview was employed. The main findings indicated that the students perceived all of the VTS as effective. The questionnaire results revealed pronouncing words with the highest mean score ( = 4.03) and using the board to note transcription ( = 3.43) with the lowest mean score. Concurrently, the interview data are in line with the questionnaire data emphasizing on some particular instructional strategies of cognitive, affective, and productive VTS. Furthermore, the two prime influential factors that have formed students’ perception were their learning experience and Thai culture. However, the findings showed no statistically significant gender differences in most of their perceptions (p < 0.05) except in the two major strategies of pronouncing words (t = -2.36, p = 0.02) and setting tasks of using words in sentences (t = -2.41, p = 0.02). The results of the study could guide university teachers in planning vocabulary instruction.
Article Details
How to Cite
Bancha, W. (2021). Gender Differences in Perception of Effective Vocabulary Teaching Strategies: An Exploratory Study of Thai University Students. Journal of International Studies, Prince of Songkla University, 11(1), 172–214. Retrieved from https://so03.tci-thaijo.org/index.php/jis/article/view/252555
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Research Articles
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References
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Ansarin, A. A., & Khatibi, S. P. (2018). The relationship between multiple intelligences and Language learning strategies and gender. English Language Teaching, 11(5), 84-94.
Bancha, W. (2019). Influences of dialogic reflections on changes in the beliefs and practices of Thai university teachers of English relating to vocabulary teaching in reading. Doctoral dissertation, Newcastle University.
Borg, S. (2015). Teacher cognition and language education: Research and practice. London: Bloomsbury Publishing.
Bernstein, D. (2018). Essentials of psychology. Boston: Cengage learning.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cambridge Online Dictionary (n.d.). Perception. In Cambridge Dictionary. Retrieved on September, 8, 2020, from https://dictionary.cambridge.org/dictionary/english/perception
Chaisri, K. (2018). French vocabulary learning strategies of students of Prince of Songkla University, Phuket Campus, Journal of International Studies, 8(2), 195-224.
Coon, D., & Mitterer, J. O. (2012). Introduction to psychology: Gateways to mind and behavior with concept maps and reviews. Boston: Cengage Learning.
De la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition, 24(1), 81-112.
Ellis, R. (2017). Task-based language teaching. In The Routledge handbook of instructed second language acquisition (pp. 124-141). Melbourne: Routledge
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92.
Fiske, S. T., & Taylor, S. E. (1991). Social cognition. New York: Mcgraw-Hill Book Company.
Gabriel, U., Behne, D. M., & Gygax, P. M. (2017). Speech vs. reading comprehension: an explorative study of gender representations in Norwegian. Journal of Cognitive Psychology, 29(7), 795-808.
Gass, S. M., & Mackey, A. (Eds.). (2013). The Routledge handbook of second language acquisition. Melbourne: Routledge.
Gregory, R. (1987). Perception" in Gregory, Zangwill. 598–601. Retrieved on July, 5, 2020, from
http://www.richardgregory.org/papers/knowl_illusion/knowledge-in-perception.htm
Herschensohn, J. R., & Young-Scholten, M. (Eds.). (2013). The Cambridge handbook of second language acquisition. Cambridge: Cambridge University Press.
Holmes, H., Tangtongtavy, S., & Tomizawa, R. (1995). Working with the Thais: A guide to managing in Thailand. Bangkok: White Lotus.
Jakobsson, J., & Ullman, S. (2017). The role-playing game Final Fantasy 7 and English vocabulary development. Retrieved on June, 15, 2020, from https://muep.mau.se/handle/2043/22686
Jazuli, A. J. M., Din, F. F. M., & Yunus, M. M. (2019). Using pictures in vocabulary teaching for low proficiency primary pupils via PI-VOC. International Journal of Academic Research in Business and Social Sciences, 9(1), 311-319.
Joyce, P. (2018). L2 vocabulary learning and testing: The use of L1 translation versus L2 definition. The Language Learning Journal, 46(3), 217-227.
Kirkpatrick, A. (2007). World Englishes paperback with audio CD: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
Kuhl, P. K. (2000). Language, mind, and brain: Experience alters perception. The New Cognitive Neurosciences, 2, 99- 115.
Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 1(43), 1-55.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 9.
Liu, Y. T., & Todd, A. G. (2016). Implementation of assisted repeated reading techniques for the incidental acquisition of novel foreign vocabulary. Language Teaching Research, 20(1), 53-74.
Llach, A., & Gallego, M. T. (2012). Vocabulary knowledge development and gender differences in a second language. Elia, 12(1), 45-75.
Lucardie, D. (2014). The impact of fun and enjoyment on adult's learning. Procedia-Social and Behavioral Sciences, 142, 439-446.
Mackie, D. M., Devos, T., & Smith, E. R. (2000). Social Psychology. Sussex: Psychology Press.
McCleery, A., Horan, W. P., & Green, M. F. (2014). Social cognition during the early phase of schizophrenia. In Social Cognition and Metacognition in Schizophrenia (pp. 49- 67). Academic Press.
Mokhtar, A. A., Rawian, R. M., Yahaya, M. F., Abdullah, A., & Mohamed, A. R. (2017). Vocabulary learning strategies of adult ESL learners. The English Teacher, 12, 133-145.
Mustafa, F., Assiry, S. N., Bustari, A., & Nuryasmin, R. A. (2019). The role of vocabulary E-learning: Comparing the effect of reading skill training with and without vocabulary homework. Teaching English with Technology, 19(2), 21- 43.
Nadziroh, A. (2010). The use of flashcard to improve vocabulary mastery. Graduate Thesis, State Institute of Islamic Studies Salatiga.
Naeini, N. N., & Shahrokhi, M. (2016). Relationship between gender and vocabulary teaching methodology among Iranian EFL children: A comparison of TPR and direct method. Advances in Language and Literary Studies, 7(1), 60-74.
Nation, I. S. P. (2001) Learning vocabulary in lexical sets: dangers and guidelines. TESOL Journal, 9(2), 6-10.
Nation, I. S. P. (2013). Teaching & learning vocabulary. Boston: Heinle Cengage Learning.
Nie, Y., & Zhou, L. (2017). A study of vocabulary learning strategies used by excellent English learners. Research on Modern Higher Education, 4, 101-106.
Novitasari, I., Aprianto, E., & Heriyawati, D. F. (2018). The use of Learning Management System on university students’ vocabulary mastery. Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya, 2(2), 72-79.
PavičićTakač, V. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon-Buffalo-Toronto: Multilingual Matters Ltd.
Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning Memory and Cognition, 31, 1281–1292.
Petchprasert, A. (2012). Feedback in second language teaching and learning. US-China Foreign Language, 10(4), 1112-1120.
Peterson, S. N. (2017). Using a modified version of Pictionary to help students review course material. Journal of Microbiology & Biology Education, 18(3). Retrieved on
January, 13, 2020, from https://www.ncbi.nlm.nih. gov/pmc/articles/PMC5976047/
Registrar Office of PSU (January, 2020) Students’ data of Prince of Songkla University. Retrieved on September, 8, 2020, from http://web52.phuket.psu.ac.th/registra/File_ data_info/57.pdf
Richards, J. C., & Lockhart, C. (1996). Exploring teachers' beliefs. JC Richards, & C. Lockhart, Reflective Teaching in Second Language Classrooms, 29-51.
Rupini, R. V., & Nandagopal, R. (2015). A Study on the Influence of Senses and the Effectiveness of Sensory Branding. Journal of Psychiatry, 18(2), 236.
Schacter, D., Gilbert, D., Wegner, D., & Hood, B. M. (2011). Psychology: European Edition. London: Macmillan International Higher Education.
Shinohara, K. (2016). Perceptual and Cognitive Processes in Human Behavior. In Cognitive Neuroscience Robotics B (pp. 1-22). Tokyo: Springer.
Schmitt, N. (2008) Review article: instructed second language vocabulary learning, Language Teaching Research, 12(3), 329-363.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York: Springer.
Shaofeng, L. I., Ellis, R., & Shu, D. (2016). The differential effects of immediate and delayed feedback on learners of different proficiency levels. Foreign Languages & Their Teaching. Retrieved on August, 15, 2020, from http://en.cnki.com.cn/Article_en/CJFDTotal-WYWJ201601002.htm
Silsüpür, B. (2017). Does using language games affect vocabulary learning in EFL classes?. Journal of Foreign Language Education and Technology, 2(1), 83-104.
Song, W. (2011). Learning vocabulary without tears: a comparative study of the jigsaw and information gap tasks in vocabulary acquisition at school. Retrieved on July, 16, 2020, from
https://www.divaportal.org/smash/record.jsf?pid=diva2%3A439234&dswid=5578
Sulaiman, S. (2019). The impact of teaching vocabulary for junior high school students using scrabble game. International Journal of English Education and Linguistics, 1(2), 1-9.
Terfa, M. A. (2017). An assessment of the practice of vocabulary teaching strategies in EFL classes: Kellem Secondary School Grade 9 and 10 English Teachers in Focus. International Journal of Scientific and Research Publications, 7(7), 581-589.
Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400.
Tudor, J., Penlington, R., & McDowell, L. (2010). Perceptions and their influences on approaches to learning. Engineering Education, 5(2), 69-79.
Van Der Slik, F. W., Van Hout, R. W., & Schepens, J. J. (2015). The gender gap in second language acquisition: Gender differences in the acquisition of Dutch among immigrants from 88 countries with 49 mother tongues. PloS One, 10(11).
Xiao, L. (2006). Bridging the gap between teaching styles and learning styles: A cross-cultural perspective. TESL-EJ, 10(3), 1-15.
Yusuf, Y. Q., Mustafa, F., & Alqinda, M. (2017). The use of spelling bee game in teaching vocabulary to junior high school students. In National Conference on Teachers’ Professional Conference (pp. 242-251).
Zárate Yépez, J. J. (2017). Raising students’ vocabulary level through teaching vocabulary learning strategies and providing them with intensive practice. Retrieved on August, 11, 2020, from
https://pirhua.udep.edu.pe/bitstream/handle/11042/2640/MAE_EDUC_317.pdfsequence=1&isAllowed=y
Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(4), 1124-1128.
Anderman, E. M., & Dawson, H. (2011). Learning with motivation. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 219–241). New York: Routledge.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. Handbook of Reading Research, 1, 255-291.
Ansarin, A. A., & Khatibi, S. P. (2018). The relationship between multiple intelligences and Language learning strategies and gender. English Language Teaching, 11(5), 84-94.
Bancha, W. (2019). Influences of dialogic reflections on changes in the beliefs and practices of Thai university teachers of English relating to vocabulary teaching in reading. Doctoral dissertation, Newcastle University.
Borg, S. (2015). Teacher cognition and language education: Research and practice. London: Bloomsbury Publishing.
Bernstein, D. (2018). Essentials of psychology. Boston: Cengage learning.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cambridge Online Dictionary (n.d.). Perception. In Cambridge Dictionary. Retrieved on September, 8, 2020, from https://dictionary.cambridge.org/dictionary/english/perception
Chaisri, K. (2018). French vocabulary learning strategies of students of Prince of Songkla University, Phuket Campus, Journal of International Studies, 8(2), 195-224.
Coon, D., & Mitterer, J. O. (2012). Introduction to psychology: Gateways to mind and behavior with concept maps and reviews. Boston: Cengage Learning.
De la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition, 24(1), 81-112.
Ellis, R. (2017). Task-based language teaching. In The Routledge handbook of instructed second language acquisition (pp. 124-141). Melbourne: Routledge
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92.
Fiske, S. T., & Taylor, S. E. (1991). Social cognition. New York: Mcgraw-Hill Book Company.
Gabriel, U., Behne, D. M., & Gygax, P. M. (2017). Speech vs. reading comprehension: an explorative study of gender representations in Norwegian. Journal of Cognitive Psychology, 29(7), 795-808.
Gass, S. M., & Mackey, A. (Eds.). (2013). The Routledge handbook of second language acquisition. Melbourne: Routledge.
Gregory, R. (1987). Perception" in Gregory, Zangwill. 598–601. Retrieved on July, 5, 2020, from
http://www.richardgregory.org/papers/knowl_illusion/knowledge-in-perception.htm
Herschensohn, J. R., & Young-Scholten, M. (Eds.). (2013). The Cambridge handbook of second language acquisition. Cambridge: Cambridge University Press.
Holmes, H., Tangtongtavy, S., & Tomizawa, R. (1995). Working with the Thais: A guide to managing in Thailand. Bangkok: White Lotus.
Jakobsson, J., & Ullman, S. (2017). The role-playing game Final Fantasy 7 and English vocabulary development. Retrieved on June, 15, 2020, from https://muep.mau.se/handle/2043/22686
Jazuli, A. J. M., Din, F. F. M., & Yunus, M. M. (2019). Using pictures in vocabulary teaching for low proficiency primary pupils via PI-VOC. International Journal of Academic Research in Business and Social Sciences, 9(1), 311-319.
Joyce, P. (2018). L2 vocabulary learning and testing: The use of L1 translation versus L2 definition. The Language Learning Journal, 46(3), 217-227.
Kirkpatrick, A. (2007). World Englishes paperback with audio CD: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
Kuhl, P. K. (2000). Language, mind, and brain: Experience alters perception. The New Cognitive Neurosciences, 2, 99- 115.
Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 1(43), 1-55.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 9.
Liu, Y. T., & Todd, A. G. (2016). Implementation of assisted repeated reading techniques for the incidental acquisition of novel foreign vocabulary. Language Teaching Research, 20(1), 53-74.
Llach, A., & Gallego, M. T. (2012). Vocabulary knowledge development and gender differences in a second language. Elia, 12(1), 45-75.
Lucardie, D. (2014). The impact of fun and enjoyment on adult's learning. Procedia-Social and Behavioral Sciences, 142, 439-446.
Mackie, D. M., Devos, T., & Smith, E. R. (2000). Social Psychology. Sussex: Psychology Press.
McCleery, A., Horan, W. P., & Green, M. F. (2014). Social cognition during the early phase of schizophrenia. In Social Cognition and Metacognition in Schizophrenia (pp. 49- 67). Academic Press.
Mokhtar, A. A., Rawian, R. M., Yahaya, M. F., Abdullah, A., & Mohamed, A. R. (2017). Vocabulary learning strategies of adult ESL learners. The English Teacher, 12, 133-145.
Mustafa, F., Assiry, S. N., Bustari, A., & Nuryasmin, R. A. (2019). The role of vocabulary E-learning: Comparing the effect of reading skill training with and without vocabulary homework. Teaching English with Technology, 19(2), 21- 43.
Nadziroh, A. (2010). The use of flashcard to improve vocabulary mastery. Graduate Thesis, State Institute of Islamic Studies Salatiga.
Naeini, N. N., & Shahrokhi, M. (2016). Relationship between gender and vocabulary teaching methodology among Iranian EFL children: A comparison of TPR and direct method. Advances in Language and Literary Studies, 7(1), 60-74.
Nation, I. S. P. (2001) Learning vocabulary in lexical sets: dangers and guidelines. TESOL Journal, 9(2), 6-10.
Nation, I. S. P. (2013). Teaching & learning vocabulary. Boston: Heinle Cengage Learning.
Nie, Y., & Zhou, L. (2017). A study of vocabulary learning strategies used by excellent English learners. Research on Modern Higher Education, 4, 101-106.
Novitasari, I., Aprianto, E., & Heriyawati, D. F. (2018). The use of Learning Management System on university students’ vocabulary mastery. Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya, 2(2), 72-79.
PavičićTakač, V. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon-Buffalo-Toronto: Multilingual Matters Ltd.
Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning Memory and Cognition, 31, 1281–1292.
Petchprasert, A. (2012). Feedback in second language teaching and learning. US-China Foreign Language, 10(4), 1112-1120.
Peterson, S. N. (2017). Using a modified version of Pictionary to help students review course material. Journal of Microbiology & Biology Education, 18(3). Retrieved on
January, 13, 2020, from https://www.ncbi.nlm.nih. gov/pmc/articles/PMC5976047/
Registrar Office of PSU (January, 2020) Students’ data of Prince of Songkla University. Retrieved on September, 8, 2020, from http://web52.phuket.psu.ac.th/registra/File_ data_info/57.pdf
Richards, J. C., & Lockhart, C. (1996). Exploring teachers' beliefs. JC Richards, & C. Lockhart, Reflective Teaching in Second Language Classrooms, 29-51.
Rupini, R. V., & Nandagopal, R. (2015). A Study on the Influence of Senses and the Effectiveness of Sensory Branding. Journal of Psychiatry, 18(2), 236.
Schacter, D., Gilbert, D., Wegner, D., & Hood, B. M. (2011). Psychology: European Edition. London: Macmillan International Higher Education.
Shinohara, K. (2016). Perceptual and Cognitive Processes in Human Behavior. In Cognitive Neuroscience Robotics B (pp. 1-22). Tokyo: Springer.
Schmitt, N. (2008) Review article: instructed second language vocabulary learning, Language Teaching Research, 12(3), 329-363.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York: Springer.
Shaofeng, L. I., Ellis, R., & Shu, D. (2016). The differential effects of immediate and delayed feedback on learners of different proficiency levels. Foreign Languages & Their Teaching. Retrieved on August, 15, 2020, from http://en.cnki.com.cn/Article_en/CJFDTotal-WYWJ201601002.htm
Silsüpür, B. (2017). Does using language games affect vocabulary learning in EFL classes?. Journal of Foreign Language Education and Technology, 2(1), 83-104.
Song, W. (2011). Learning vocabulary without tears: a comparative study of the jigsaw and information gap tasks in vocabulary acquisition at school. Retrieved on July, 16, 2020, from
https://www.divaportal.org/smash/record.jsf?pid=diva2%3A439234&dswid=5578
Sulaiman, S. (2019). The impact of teaching vocabulary for junior high school students using scrabble game. International Journal of English Education and Linguistics, 1(2), 1-9.
Terfa, M. A. (2017). An assessment of the practice of vocabulary teaching strategies in EFL classes: Kellem Secondary School Grade 9 and 10 English Teachers in Focus. International Journal of Scientific and Research Publications, 7(7), 581-589.
Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400.
Tudor, J., Penlington, R., & McDowell, L. (2010). Perceptions and their influences on approaches to learning. Engineering Education, 5(2), 69-79.
Van Der Slik, F. W., Van Hout, R. W., & Schepens, J. J. (2015). The gender gap in second language acquisition: Gender differences in the acquisition of Dutch among immigrants from 88 countries with 49 mother tongues. PloS One, 10(11).
Xiao, L. (2006). Bridging the gap between teaching styles and learning styles: A cross-cultural perspective. TESL-EJ, 10(3), 1-15.
Yusuf, Y. Q., Mustafa, F., & Alqinda, M. (2017). The use of spelling bee game in teaching vocabulary to junior high school students. In National Conference on Teachers’ Professional Conference (pp. 242-251).
Zárate Yépez, J. J. (2017). Raising students’ vocabulary level through teaching vocabulary learning strategies and providing them with intensive practice. Retrieved on August, 11, 2020, from
https://pirhua.udep.edu.pe/bitstream/handle/11042/2640/MAE_EDUC_317.pdfsequence=1&isAllowed=y
Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(4), 1124-1128.