The Effects of Using WordSift in English Vocabulary Teaching on Student Vocabulary Retention and Depth at a Thai Secondary School

Abstract

This study aimed to investigate the effects of using WordSift in English vocabulary learning on student vocabulary retention, and depth, and to gain perceptions they had of the use and non-use of the program. The subjects, 37 Mathayomsuksa 5 students at a secondary school in Phatthalung Province, were selected through purposive sampling and divided into two groups. The experimental group was treated through collaborative learning with WordSift while the control group learned vocabulary through a teacher-directed method. The researcher employed the following research tools: vocabulary survey forms, exercise handouts, vocabulary achievement and immediate depth tests, vocabulary retention and delayed depth tests, and semi-structured interview question sets. The researcher compared the scores within and between groups utilizing Paired t test and Independent t test respectively while content analysis of the focus group interviews was carried out. The results showed that the control group significantly outperformed the experimental one in vocabulary retention, t(35) = 3.609, p = .01. However, the within group scores did not present significant decrease between the retention and the achievement tests (experimental group = .08, p = .93, control group = 6.78, p < 0.01). In other words, both groups could retain their vocabulary. A significant difference in vocabulary depth between groups was not found, p = .09. The content analysis revealed that the experimental group favored learning through WordSift over the teacher-directed method while the control group considered the sole lecture as having lowered their interest in learning. It was suggested that, if carefully designed and implemented, using WordSift could improve vocabulary learning conditions. A redesign of WordSift use for teaching vocabulary is recommended in the future for better learning outcomes.