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Teaching English Vocabulary for Specific Purposes: A Case Study of Arts Vocabulary

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Title: Teaching English Vocabulary for Specific Purposes: A Case Study of Arts Vocabulary
Language: English
Authors: Jintana Chatburapanun, Tipa Thep-Ackrapong
Source: Journal of Education and Learning. 2026 15(2):66-74.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Instructional Effectiveness, Language Proficiency, Student Satisfaction, Foreign Countries, College Students, Vocational English (Second Language), Vocabulary, Direct Instruction, Fine Arts, Art Education
Geographic Terms: Thailand (Bangkok)
ISSN: 1927-5250
1927-5269
Abstract: This research aimed at three objectives: first, to compare the effectiveness of direct and indirect teaching vocabulary; second, to examine the appropriateness of each instructional approach across varying levels of English language proficiency; and finally, to study the students' satisfaction using these two methods. The students involved were Fine Arts majors studying English for Specific Purposes (ESP). Non-equivalent groups of 156 students enrolled in English for Careers in the 21st Century in an art academy in Bangkok, Thailand were recruited in the study. The research was a quasi-experimental design within a pretest-posttest framework. Several research instruments were utilized: 1) Fine Arts and Applied Arts Vocabulary Lists, 2) a 30-item 4-choice pretest and posttest, and finally, 3) a satisfaction survey. The results revealed no statistically significant difference between the direct and indirect instruction groups. However, direct vocabulary instruction was more effective than indirect instruction, particularly for learners with limited English proficiency. Furthermore, students from both groups reported high satisfaction levels with various aspects of the course, including the teaching methods, materials, activities, learning environment, and the vocabulary lists for fine arts and applied arts. These results support the potential of direct vocabulary teaching methods in enhancing student performance while fostering overall satisfaction in specialized language learning contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507311
Database: ERIC
FullText Text:
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  Data: Teaching English Vocabulary for Specific Purposes: A Case Study of Arts Vocabulary
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  Data: <searchLink fieldCode="AR" term="%22Jintana+Chatburapanun%22">Jintana Chatburapanun</searchLink><br /><searchLink fieldCode="AR" term="%22Tipa+Thep-Ackrapong%22">Tipa Thep-Ackrapong</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2026 15(2):66-74.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: Journal Articles<br />Reports - Research
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  Data: 1927-5250<br />1927-5269
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  Data: This research aimed at three objectives: first, to compare the effectiveness of direct and indirect teaching vocabulary; second, to examine the appropriateness of each instructional approach across varying levels of English language proficiency; and finally, to study the students' satisfaction using these two methods. The students involved were Fine Arts majors studying English for Specific Purposes (ESP). Non-equivalent groups of 156 students enrolled in English for Careers in the 21st Century in an art academy in Bangkok, Thailand were recruited in the study. The research was a quasi-experimental design within a pretest-posttest framework. Several research instruments were utilized: 1) Fine Arts and Applied Arts Vocabulary Lists, 2) a 30-item 4-choice pretest and posttest, and finally, 3) a satisfaction survey. The results revealed no statistically significant difference between the direct and indirect instruction groups. However, direct vocabulary instruction was more effective than indirect instruction, particularly for learners with limited English proficiency. Furthermore, students from both groups reported high satisfaction levels with various aspects of the course, including the teaching methods, materials, activities, learning environment, and the vocabulary lists for fine arts and applied arts. These results support the potential of direct vocabulary teaching methods in enhancing student performance while fostering overall satisfaction in specialized language learning contexts.
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  Data: 2026
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 66
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Vocational English (Second Language)
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Fine Arts
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      – SubjectFull: Art Education
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      – SubjectFull: Thailand (Bangkok)
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      – TitleFull: Teaching English Vocabulary for Specific Purposes: A Case Study of Arts Vocabulary
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            NameFull: Tipa Thep-Ackrapong
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              Type: published
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