Papers by Dentisak Dokchandra
The Lexical Approach: An Emphasis on the Cycle of Vocabulary Acquisition
ABSTRACT
เด่ นติ ศั กดิ ดอกจั นทร์ 1 คลั งข้ อมู ลคํ าศั พท์ : ข้ อเสนอแนะด้ านการสอนเพื ื อพั ฒนาความสามารถทางภาษาอั งกฤษของ ผู ้ เรี ยนชาวไทย Corpora: Pedagogical Implications for the Enhancement of Thai EFL learners' Proficiency บทคั ดย่ อ
ABSTRACT
Enhancing English Reading Comprehension Through a Text Structure Reading Strategy Call Program
Theory and Practice in Language Studies, 2019
The collocational competence of undergraduate students of English at a university in northeastern... more The collocational competence of undergraduate students of English at a university in northeastern Thailand and their perceptions of collocational difficulty were investigated in this study. The participants were 153 2nd-, 3rd-, and 4th-year students of English selected through a convenient sampling method and via their consents to take part in the study. The participants who were enrolled in the second term of academic year 2017 were administered a collocational competence test which comprised 35 fill-in-the-blank items with optional alternatives. They were to answer a Likert's type questionnaire of 5 rating scales (Reliability co-efficient = 0.96) probing their perceptions of the difficulty of collocations in parallel with each test item. The data were analyzed using descriptive statistics and One-Way ANOVA was computed to test the hypothesis. The results indicated that on the whole the participants had a 'moderate level' of collocational competence. They were not signi...
Advances in Language and Literary Studies, 2019
The purposes of this study were to investigate the levels of receptive and productive knowledge o... more The purposes of this study were to investigate the levels of receptive and productive knowledge of English collocations of Thai EFL university students and identify the types of grammatical and lexical collocations reported as most and least known by the students. The participants were 286 third-year regular students affiliated with four academic faculties at a university in northeastern Thailand, in the academic year 2018. The participants' receptive and productive knowledge of collocations was measured through an acceptability judgment test and the collocation productive test. The results revealed that the participants' receptive and productive knowledge of collocations was at a low level; their receptive and productive collocation knowledge was significantly different at a .05 level. At the receptive level, their most known grammatical and lexical collocations were verb + preposition and verb + noun respectively. At the productive level, adjective + preposition and verb +...
The purpose of this research was to investigate the effects of instruction of noticing collocatio... more The purpose of this research was to investigate the effects of instruction of noticing collocation on Thai EFL learners in terms of their collocational competence and opinions towards the instruction. The participants were 57 first year English major students in the 2nd semester of academic year 2013 who were selected through a purposive sampling method. They were divided into an experimental group (n=28) and a control group (n=29) by drawing lots. The quantitative data were collected using a preand post-test and a five-point scale questionnaire with 11 close-ended items. One open-ended item of the questionnaire was used to collect the qualitative data. The analysis of the quantitative data was done using descriptive statistics and the Independent Samples T-test was used to test the hypothesis. The qualitative data were analyzed by means of content analysis. The results indicated that the experimental group was significantly different from the control group as measured by their post...
Advances in Language and Literary Studies, 2019
The purposes of this study were to investigate the levels of receptive and productive knowledge o... more The purposes of this study were to investigate the levels of receptive and productive knowledge of English collocations of Thai EFL university students and identify the types of grammatical and lexical collocations reported as most and least known by the students. The participants were 286 third-year regular students affiliated with four academic faculties at a university in northeastern Thailand, in the academic year 2018. The participants’ receptive and productive knowledge of collocations was measured through an acceptability judgment test and the collocation productive test. The results revealed that the participants’ receptive and productive knowledge of collocations was at a low level; their receptive and productive collocation knowledge was significantly different at a .05 level. At the receptive level, their most known grammatical and lexical collocations were verb + preposition and verb + noun respectively. At the productive level, adjective + preposition and verb + noun we...
KnE Social Sciences, Apr 19, 2018
This quasi-experimental study was carried out based on a pretest-posttest one group design with t... more This quasi-experimental study was carried out based on a pretest-posttest one group design with two purposes: (1) to investigate the effect of the process writing approach (PWA) on the essay writing performance of students of English in an overly large class at a Thai university, and (2) to explore the participants' opinions towards the PWA. The participants were 55 third-year students of English purposively selected for the study. The experimental procedures for the investigation lasted 10 weeks. The data with regard to the dimension of writing performance were obtained via evaluation by two experts based on Jacobs et al.'s (1981) ESL Composition Profile of academic essays generated by the students at the beginning and end of the treatment. Data pertaining to the participants' opinions were collected through the Process Writing Approach (PWA) questionnaire. The pre-and post-test scores were computed for mean score differences using a paired sample t-test, and descriptive statistics were used to analyze the questionnaire data. The results showed that the process writing approach had a significant effect (p<.05) on the writing performance of the students in an overly large class, and the students expressed very positive opinions towards the PWA. Implications for the use of process writing approach in an overcrowded EFL writing class and recommendations for further written expression studies were offered.
This quasi-experimental study was conducted to find out if the instruction of a question generati... more This quasi-experimental study was conducted to find out if the instruction of a question generating strategy would help to enhance university EFL freshmen’s English reading comprehension and their ability to use English tenses. A pre-and post-test with control group design was employed. The samples, purposively selected, were 40 undergraduate students who registered for Foundation English I course during the first semester of academic year 2010. They were divided into an experimental group (n = 20) and a control group (n = 20). The data collection tools used included a pre-and post-English reading comprehension test and a pre-and post-test of English tenses. The two groups were administered the pre-tests before the experiment which lasted two weeks, and then the post-tests, upon completion of the experiment. The data were analyzed using descriptive statistics including frequency, mean, and standard deviation. An independent samples t-test was used to test the hypotheses. The results...
The Effects of Collocation Noticing Instruction on Thai EFL learners’ Collocational Competence
The purposes of this research were to investigate the effect of collocation noticing instruction ... more The purposes of this research were to investigate the effect of collocation noticing instruction (CNI) on Thai EFL learners’ collocational competence and to explore their opinions towards the CNI. The participants were 57 first year English major students in the 2nd semester of academic year 2013, who were selected through a purposive sampling method. They were divided into an experimental group (n=28) and a control group (n=29) by drawing lots. The quantitative data were collected using a pre-and post-test and a five-point scale questionnaire with 11 close-ended items. One open-ended item of the questionnaire was used to collect the qualitative data. The analysis of the quantitative data were done using descriptive statistics and the Independent Samples T-test was used to test the hypothesis. The qualitative data were analyzed by means of content analysis. The results were that the experimental group was significantly different from the control group as measured by their post-collo...
comprehension test and a pre-and post-test of English tenses. The two groups were administered th... more comprehension test and a pre-and post-test of English tenses. The two groups were administered the pre-tests before the experiment which lasted two weeks, and then the post-tests, upon completion of the experiment. The data were analyzed using descriptive statistics including frequency, mean, and standard deviation. An independent samples t-test was used to test the hypotheses. The results were that the experimental group gained statistically higher scores from the post-tests of both reading comprehension and use of English tenses than the control group (p<.01).
The Effects of Collocation Noticing Instruction on Thai EFL learners’ Collocational Competence
ABSTRACT
PSU-USM, 2017
Lexical knowledge is central to language learning. English learners are said to be of high Englis... more Lexical knowledge is central to language learning. English learners are said to be of high English competence when they can use the language as or almost as nativelike speakers. To enhance greater competence in English use, learners should be steadfast in implementing the 4-element cycle of vocabulary acquisition: noticing, recording, revisiting, and recreating or recycling. This paper aims in particular to underscore the importance of vocabulary recycling, providing in more detail the types and means by which recycling of vocabulary can be implemented to the greater benefit of the learners.
Journal of Liberal Arts, Prince of Songkla University, 2013
This quasi-experimental study was conducted to find out if the instruction of a question generati... more This quasi-experimental study was conducted to find out if the instruction of a question generating strategy would help to enhance university EFL freshmen’s English reading comprehension and their ability to use English tenses. A pre-and post-test with control group design was employed. The samples, purposively selected, were 40 undergraduate students who registered for
Foundation English I course during the first semester of academic year 2010. They were divided into an experimental group (n = 20) and a control group
(n = 20). The data collection tools used included a pre-and post-English reading comprehension test and a pre-and post-test of English tenses. The two groups were administered the pre-tests before the experiment which lasted two weeks, and then the post-tests, upon completion of the experiment. The data were analyzed using descriptive statistics including frequency, mean, and standard deviation. An independent samples t-test was used to test the hypotheses. The results were that the experimental group gained statistically higher scores
from the post-tests of both reading comprehension and use of English tenses than the control group (p<.01).
Theory and Practice in Language Studies, 2019
The collocational competence of undergraduate students of English at a university in northeastern... more The collocational competence of undergraduate students of English at a university in northeastern Thailand and their perceptions of collocational difficulty were investigated in this study. The participants were 153 2nd-, 3rd-, and 4th-year students of English selected through a convenient sampling method and via their consents to take part in the study. The participants who were enrolled in the second term of academic year 2017 were administered a collocational competence test which comprised 35 fill-in-the-blank items with optional alternatives. They were to answer a Likert's type questionnaire of 5 rating scales (Reliability coefficient = 0.96) probing their perceptions of the difficulty of collocations in parallel with each test item. The data were analyzed using descriptive statistics and One-Way ANOVA was computed to test the hypothesis. The results indicated that on the whole the participants had a 'moderate level' of collocational competence. They were not significantly different in terms of their collocational competence when it comes to their different years of studies. The participants perceived collocations as fairly difficult with the idiomatic collocations reported as being the most difficult category. The findings were discussed in relation to the theoretical difficulty of collocations and suggestions for pedagogy and further research were offered.
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Papers by Dentisak Dokchandra
Foundation English I course during the first semester of academic year 2010. They were divided into an experimental group (n = 20) and a control group
(n = 20). The data collection tools used included a pre-and post-English reading comprehension test and a pre-and post-test of English tenses. The two groups were administered the pre-tests before the experiment which lasted two weeks, and then the post-tests, upon completion of the experiment. The data were analyzed using descriptive statistics including frequency, mean, and standard deviation. An independent samples t-test was used to test the hypotheses. The results were that the experimental group gained statistically higher scores
from the post-tests of both reading comprehension and use of English tenses than the control group (p<.01).