Exploring the influence of word exposure via Facebook on young EFL learners’ written forms of word knowledge

Noppadon Ponsamak; Apisak Sukying

doi:10.62819/jel.2024.275

Authors

Noppadon Ponsamak Mahasarakham University, Mahasarakham, Thailand
Apisak Sukying Mahasarakham University, Mahasarakham, Thailand

DOI:

https://doi.org/10.62819/jel.2024.275

Keywords:

facebook, receptive and productive written forms, vocabulary size, word knowledge, word exposure

Abstract

This quantitative study aimed to investigate the impact of word exposure via Facebook on the vocabulary knowledge of Thai EFL primary school learners. Additionally, it sought to examine differences in receptive and productive written forms of word knowledge between different education levels. It explored the relationship between participants’ vocabulary size and word knowledge. Forty students from grades four and six participated in the study, which involved designing and validating tests to measure receptive and productive written forms of word knowledge. Descriptive and inferential statistics were employed to analyze quantitative data. The findings indicated significant improvements in students’ receptive and productive vocabulary knowledge, with noticeable development in their understanding of word spelling. Furthermore, grade six learners performed better than grade four learners on receptive and productive written form measures. Correlational analysis revealed a relationship between vocabulary size and knowledge of written forms, indicating their interdependency. Overall, this study suggests that exposure to words through Facebook positively influences vocabulary acquisition, underscoring the importance of word exposure experiences in learning vocabulary. Additionally, it highlights the predictive role of vocabulary size in the written form of word knowledge. This study offers implications for practitioners and provides suggestions for future research directions.

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