The Integration of Implicit and Explicit Vocabulary Instruction, Project-Based Learning, Multimedia, and Experiential Learning to Improve Thai EFL Senior High School Students’ Vocabulary Ability

Abstract

This study was conducted to investigate the impacts of the integration of implicit and explicit vocabulary instruction, project-based learning, multimedia, and experiential learning on improving Thai EFL senior high school students’ vocabulary ability and to explore their perceptions of the instruction. The study involved 45 tenth-grade senior high school students at a public high school in Thailand. They were the lowest and were academically among the weakest students within the tenth grade. The impacts of the intervention were assessed with the participants’ pre- and post-tests and the perceptions of the participants were obtained from their reflective journals (SRJ), the students’ perception questionnaire, and semi-structured focus group interviews. The findings revealed that all students’ test scores significantly improved and confirmed that the integration of implicit and explicit vocabulary instruction, project-based learning, multimedia, and experiential learning enhanced the students’ knowledge of vocabulary ability. The qualitative results indicated that all 45 students had positive perceptions of the instruction. Furthermore, it was revealed that most of the students reflected that this instruction was very useful and practical. They reported that it helped them to memorize new vocabulary faster and more easily, increased their self-confidence, improved their speaking skills, created a pleasant atmosphere for study, provided them with the opportunity to participate in classroom activities, and encouraged them to use various kinds of technology. In order to effectively implement the techniques used in this study, teachers need to be creative, patient, resourceful, open-minded, and flexible since the aim of this course is to inspire students to create their own projects, multimedia PowerPoint presentations, and to teach their friends in the classroom. Therefore, the role of the teacher in this course is to give advice, help students solve problems, boost the students’ critical thinking, and to support students’ work in groups efficiently.