The effects of learning conditioned narrow reading instruction on vocabulary knowledge of English as foreign language (EFL) learners

Abstract

This study aimed to 1) investigate the effects of learning conditioned narrow reading instruction on vocabulary knowledge of English as Foreign Language (EFL) Learners, and 2) investigate the perceptions of students toward learning conditioned narrow reading instruction on vocabulary knowledge. Thirty sixth-grade students at a private school in Phra Nakhon Si Ayutthaya Province were selected as participants in this study for 14 weeks. The research instruments employed to collect for this study were 1) vocabulary knowledge pretest and posttest, 2) close-ended questionnaire of students’ perceptions towards learning conditioned narrow reading instruction and 3) interview questions. Quantitative data were collected through the vocabulary knowledge pretest and posttest and the close-ended perception questionnaire, while qualitative data were derived from semi-structured interview which was a part of perception investigation. The results of the study indicated that 1) students’ vocabulary knowledge has been significantly improved and 2) students revealed the positive perception toward the instruction of learning conditioned narrow reading. The students reported their positive feeling toward the instruction, their improved vocabulary knowledge and their needs to continue reading by using narrow reading approach to further improve vocabulary knowledge.