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Exploring the Integration of Corpus-Based Approach in Vocabulary Instruction in Thai EFL School Context: A Quantitative Report

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Title: Exploring the Integration of Corpus-Based Approach in Vocabulary Instruction in Thai EFL School Context: A Quantitative Report
Language: English
Authors: Nurainee Waealee (ORCID 0009-0000-4806-2858), Zainee Waemusa (ORCID 0000-0003-3303-0022)
Source: Turkish Online Journal of Educational Technology - TOJET. 2025 24(4):91-100.
Availability: Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: https://tojet.net/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Vocabulary Development, English (Second Language), Second Language Instruction, Language Teachers, Secondary School Teachers, Reading Materials, Foreign Countries, Technological Literacy, Pedagogical Content Knowledge, Technology Uses in Education, Written Language, Oral Language
Geographic Terms: Thailand
ISSN: 1303-6521
2146-7242
Abstract: Concordance analysis has highlighted the value of electronic corpora in enhancing vocabulary acquisition in language education. However, the integration of the corpus-based approach into vocabulary instruction remains underexplored, especially for low-level EFL learners. Despite the potential benefits of the approach in vocabulary acquisition, it is unclear to what extent Thai EFL teachers have adopted this approach in their classroom practices. Guided by the TPACK framework, this article presents quantitative results from a survey designed to examine how EFL in-service teachers in Thai secondary schools incorporate corpus-based approach into their instruction. 138 secondary school teachers from Narathiwat province, Thailand, were selected through stratified sampling to participate in the study. Data were collected via questionnaires and analyzed. The results showed that although Thai EFL teachers were aware of corpus tools for pedagogical use, they lacked comprehensive understanding of these tools and the corpus-based approach. This gap in knowledge hindered their ability to effectively integrate corpus methods into vocabulary instruction. The study highlighted challenges in classroom application and, through the lens of the TPACK framework, underscored the need for targeted professional development to enhance teachers' corpus literacy and competence in using corpus technology for vocabulary teaching in Thai school contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488763
Database: ERIC
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  Data: Exploring the Integration of Corpus-Based Approach in Vocabulary Instruction in Thai EFL School Context: A Quantitative Report
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  Data: <searchLink fieldCode="AR" term="%22Nurainee+Waealee%22">Nurainee Waealee</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-4806-2858">0009-0000-4806-2858</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zainee+Waemusa%22">Zainee Waemusa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3303-0022">0000-0003-3303-0022</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Educational+Technology+-+TOJET%22"><i>Turkish Online Journal of Educational Technology - TOJET</i></searchLink>. 2025 24(4):91-100.
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  Data: Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: https://tojet.net/
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  Data: Concordance analysis has highlighted the value of electronic corpora in enhancing vocabulary acquisition in language education. However, the integration of the corpus-based approach into vocabulary instruction remains underexplored, especially for low-level EFL learners. Despite the potential benefits of the approach in vocabulary acquisition, it is unclear to what extent Thai EFL teachers have adopted this approach in their classroom practices. Guided by the TPACK framework, this article presents quantitative results from a survey designed to examine how EFL in-service teachers in Thai secondary schools incorporate corpus-based approach into their instruction. 138 secondary school teachers from Narathiwat province, Thailand, were selected through stratified sampling to participate in the study. Data were collected via questionnaires and analyzed. The results showed that although Thai EFL teachers were aware of corpus tools for pedagogical use, they lacked comprehensive understanding of these tools and the corpus-based approach. This gap in knowledge hindered their ability to effectively integrate corpus methods into vocabulary instruction. The study highlighted challenges in classroom application and, through the lens of the TPACK framework, underscored the need for targeted professional development to enhance teachers' corpus literacy and competence in using corpus technology for vocabulary teaching in Thai school contexts.
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      – SubjectFull: Thailand
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