Vocabulary Learning Performance of Students in Online Classes
Keywords:
Vocabulary Learning, Online Classes, Traditional ClassesAbstract
Online classes have been necessary during the COVID-19 outbreak. However, their effectiveness as a tool to promote vocabulary acquisition is still being questioned. This is partly because of the lack of teacher-student interaction and concerns about integrity. This research adopted a mixed methodology approach to 1) find out any differences in students’ vocabulary performance between being taught in a traditional classroom setting and a wholly online classroom setting, and to 2) study vocabulary learning strategies used by students during online classes. The participants were 66 freshmen who enrolled in a Business English course at a public university in Thailand. The final findings showed higher mean score in the delayed post-test (online classes) than in the midterm examination (traditional classes). This improvement can possibly be attributed to reported use compensation strategies and cognitive strategies with high frequency to take advantage of ability to find additional information online and to pause the video lessons as much as they needed to. Practical online assessments are still needed to further investigate as learners are prone to cheating which rendered the original post-test invalid to assess learning and required the administration of a proctored delayed post-test.
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