Vocabulary has been long believed to be one of the important elements in English learning. If students lack of vocabulary, their language skills will suffer. However, it was found that many students in English as a foreign language (EFL) classrooms had problems in mastering vocabularies. This study was designed to investigate the effectiveness of the story-based instruction in enhancing vocabulary learning. The participants were eighty sixth- grade students in EFL classrooms. They were divided into two groups: an experimental and a control group. The experimental group was taught vocabulary by using the story-based instruction while the control group was taught by using school-based instruction. The research instruments used in this study included an English vocabulary test, lesson plans based on English vocabulary teaching through the story-based instruction. Mean scores, standard deviations, and t-test analyses were used to analyze the data. The results revealed that using the story-based instruction had a positive effect on students' vocabulary learning. The English vocabulary learning of the students in the experimental group taught by the story-based instruction was significantly higher than the control group taught by school-based instruction. This study confirmed the potential in applying the story-based instruction in an EFL classroom.
Kanokwan Klaewharn, Srinakharinwirot University, Thailand
Supaporn Yimwilai, Srinakharinwirot University, Thailand
Walaiporn Chaya, Srinakharinwirot University, Thailand
Stream: Humanities - Teaching and Learning
This paper is part of the ACAH2017 Conference Proceedings (View)
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