ENGLISH VOCABULARY LEARNING THROUGH THE USE OF SOCIAL MEDIA IN DAILY LIFE AMONG STUDENTS AT VALAYA ALONGKORN RAJABHAT UNIVERSITY UNDER THE ROYAL PATRONAGE
Keywords:
Social Media, English Vocabulary, English Vocabulary Learning ProcessAbstract
The objectives of this study were to 1) investigate the relationship between the students’ frequency of social media use in daily life and the amount of English vocabulary they have learned and 2) explore the relationship between the students’ employment of English vocabulary learning process when they use social media in daily life and the amount of English vocabulary they have learned. The sample for this study consisted of 42 third-year students who enrolled in the VLE310 course in the first semester of the 2021 academic year at Valaya Alongkorn Rajabhat University under the Royal Patronage. This study was quantitative research. The instrument for obtaining the data was a questionnaire. Its validity determined by the index of item objective congruence (IOC) was more than 0.6 and its reliabilities were between 0.81-0.94. The statistics used for data analysis included mean, standard deviation, and Pearson Correlation Coefficient.
The results of the study revealed that the students’ frequency of social media use in daily life was positively correlated with the amount of English vocabulary they have learned at a significance level of .01 (Pearson Correlation = 0.722). Besides, positive correlations at a significance level of .01 (Pearson Correlation = 0.787) were found between the students’ employment of English vocabulary learning process when they used social media in daily life and the amount of English vocabulary they have learned.
References
ชูศรี วงศ์รัตนะ. (2560). เทคนิคการใช้สถิติเพื่อการวิจัย. (พิมพ์ครั้งที่ 13). กรุงเทพฯ: ศูนย์หนังสือจุฬาลงกรณ์มหาวิทยาลัย.
มัลลิกา บุนนาค. (2539). สถิติเพื่อการตัดสินใจ. กรุงเทพฯ: ภาควิชาสถิติ คณะพาณิชยศาสตร์และการบัญชี จุฬาลงกรณ์มหาวิทยาลัย.
Abbas, A., Gulzar, R. & Hussain, Z. (2019). The impact of social media (Facebook and YouTube) on vocabulary acquisition of ESL learners. Journal of Communication and Cultural Trends. 1(1): 27-44.
AbuSa’aleek, A. (2015). Students’ perceptions of English language learning in the Facebook context. Teaching English with Technology. 15(4): 60-75.
Arif, T. (2019). The use of social media for English language learning: An exploratory study of EFL university students. Journal of English Language Literature and Teaching. 3(2): 224-233.
Arndt, H. & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology. 22(3): 124-142.
Cater, R. (2001). Vocabulary. In R. Cater & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
Decarrico, J. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language. Heinle & Heinle Thomson Learning: Boston.
Farahani, D. & Fakhr, M. (2020). The relationship between Iranian language learners’ vocabulary knowledge and their out-of-class exposure to English reading, listening, and audiovisual materials. Journal of Foreign Language Research. 10(3): 484-497.
Fernandez, B. & Schmitt, N. (2015). How much collocation knowledge do L2 learners have?: The effects of frequency and amount of exposure. International Journal of Applied Linguistics. 166(1): 94-126.
Jahromi, D. (2020). A quantitative study of the perceived impact of social media networks on Bahraini users’ English language learning. Teaching English with Technology. 20(4): 23-40.
Kasuma, S. (2017). Using Facebook for English language learning: The differences among gender and ethnicity. Journal of Nusantara Zainal Abidin. 2(1): 177-193.
Kemp, S. (2021). Digital 2021: Thailand. [Online], Available: https://datareportal.com/reports/digital-2021-thailand. (2021, 28 April).
Krejcie, R. & Morgan, D. (1970). Determining sample size for research activities. Educational and psychological measurement. 30: 607-610.
Likert, R. (1932). A technique for the measurement of attitudes. In Archives of Psychology. (1–55). New York: The Science Press.
Ma, Q. (2017). Technologies for teaching and learning L2 vocabulary. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning. Hoboken: Wiley-Blackwell.
Niitemaa, M. (2020). Informal acquisition of L2 English vocabulary: Exploring the relationship between online out-of-school exposure and words at different frequency levels. Nordic Journal of Digital Literacy. 15(2): 86-105.
Nirattisai, S. (2014). Vocabulary Size and Vocabulary Learning Strategies of Thai University Students. Master of Arts Thesis in Teaching English as an International Languages, Prince of Songkla University.
Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. International Journal of Applied Linguistics. 169(1): 142-168.
Sim, M. & Pop, A. (2014). The impact of social media on vocabulary learning case study-Facebook. Annals of the University of Oradea, Economic Science Series. 23(2): 120-130.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 วรวรรณ วงศ์ศรีวิวัฒน์
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวไลยอลงกรณ์ปริทัศน์ เป็นความคิดเห็นของผู้นิพนธ์แต่ละท่าน มิใช่เป็นทัศนะและมิใช่ความรับผิดชอบของกองบรรณาธิการจัดทำวารสาร และ
มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์
