Utilizing Facebook Input in Vocabulary Knowledge Enhancement of Thai EFL Primary School Learners

Abstract

This mixed methods study investigated the role of Facebook, a social instructional platform, in enhancing Thai EFL primary school learners’ vocabulary knowledge. The primary goal of the study was to examine how using Facebook as an instructional platform improves the written form of English vocabulary knowledge in Thai EFL primary school learners. The study further explored whether education levels influence the ability to acquire a word. Yet, the participants’ perceptions were also investigated. Twenty-four students participated in this study aged between eleven to twelve. Two tests were designed and validated before the main study to measure students’ receptive and productive knowledge of word form. A focus group was also used to gain deeper insight into students’ perspectives about Facebook input on vocabulary learning. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was utilized to analyze qualitative data. The results showed that students significantly improved their receptive and productive vocabulary knowledge, and the knowledge of word form (written) developed according to learners’ education level. In addition, the qualitative findings showed the usefulness of Facebook input. Indeed, the participants viewed Facebook input as an inviting and stimulating atmosphere and a helpful platform to acquire vocabulary by engaging and sharing with their peers in the learning activity. Overall, the study indicates that Facebook input is an efficient alternative platform for vocabulary teaching outside of the classroom context. Other implications for practitioners and suggestions for further studies are also addressed.

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