Second language vocabulary learning: the effects of reading-based approach vs. translation-based approach on Thai efl learners' vocabulary retention

This study aimed to study the effects of reading and translation in increasing the vocabulary knowledge of grade 10 Thai learners of English. It was a one-group study whose participants were students from the Science classrooms in University-Affiliated School Project (SCiUS). The group was exposed to reading and translation approaches at different times. Sixty words were used in the study 30 for the reading-based approach and 30 for the translation-based approach. Only English was used during the teaching. The reading treatment was administered first followed by the translation treatment. In the former, the participants read passages and answered comprehension questions followed by two immediate post-tests. In the treatment, the participants were asked to translate the target English words into their first language, and to translate English sentences containing the target words into Thai sentences, also followed by two immediate post-tests. After six sessions of the reading treatment and six sessions of the translation treatment, the participants were asked to take two delayed post-tests. A questionnaire was also administered after two treatments to ask about their opinions on the two methods and their own vocabulary learning strategies. Results showed that there was minimal difference between the two treatments on vocabulary retention though overall results from the reading treatment were slightly better than those from the translation treatment. The results of the questionnaires revealed the participants’ preference for the reading-based approach in learning vocabulary compared to the translation-based approach.