Investigating Vocabulary Acquisition And Vocabulary Learning Strategies Through Short Narrative Texts Among Thai Efl Tertiary Students

This study investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text. The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of forty Thai EFL graduates was selected from one group of first year students majoring in Accountancy from a southern Thailand government university. Data were collected using a combination of information-elicitation techniques: (1) test of vocabulary gains (2) vocabulary learning strategy questionnaire and (3) semi-structured interview. The questionnaire survey and the interview were used to elicit information about their vocabulary learning strategy use and vocabulary learning experiences. The data analysis was both quantitative and qualitative to seek for in-depth findings. Research findings showed that firstly the participants’ English-Thai and Thai-English word knowledge measured by the word meaning tests were more satisfactory in comparison to their word comprehension in context tests. Secondly, the participants seem not good at using various words or phrases to express meaning in other contexts apart from the provided reading tasks

Cell-penetrating peptides targeting glioblastomas for nucleic acid delivery in the blood-brain barrier model

Glioblastoma multiforme is the most aggressive form of malignant brain tumor with poor prognosis. The efficacy of brain cancer treatment by chemotherapeutics is limited by the blood-brain barrier (BBB) which allows less than 2% of the small molecules and blocks almost all the macromolecules to transport into the brain. Delivery of the large molecules such as proteins and nucleic acids across the BBB is a great challenge for brain-targeted drug delivery. To overcome this obstacle, cell-penetrating peptides (CPPs) were used as vectors for delivery of nucleic acids across the BBB targeting glioblastomas. The CPPs have shown such promising carriers to deliver various cargoes ranging from small molecules to large molecules into the cells. This thesis is focused on the development of glioblastoma-targeting vectors based on modifications of the CPPs and the targeting peptides. The peptide-based vectors were developed to improve the transport of the nucleic acids across the BBB and specifically target glioblastomas. In this thesis, a series of peptide-based vectors targeting glioblastomas were synthesized and modified with targeting peptides by either covalent conjugation or non-covalent complex formation. The delivery of plasmid DNA (pDNA) in the complex with the peptide-based vectors was studied in the in vitro model of the BBB. The role of receptors expressed on the BBB was investigated. Scavenger receptors class A and B were found to be expressed on the BBB, and they were involved in the delivery of the pDNA across the BBB model. Moreover, various targeting peptides were modified with hexaglutamate to form non-covalent complexes with the CPPs for small interfering RNA (siRNA) delivery to glioblastoma cells. The non-covalent complex of the CPP and the targeting peptide showed greater gene-silencing efficiency than the consecutively covalent conjugation of the CPP and the targeting peptide for siRNA delivery to glioblastoma cells. Lastly, a number of novel, amphipathic peptides were developed based on the model amphipathic peptide. The prediction of the biological effect of the designed peptides using quantitative structure-activity relationship model showed a correlation with the experimental data. Finally, the CPP-based nucleic acid delivery vectors with homing peptide strategy have a potential for the BBB shuttle and the future use as a glioblastoma-targeted drug carrier in the in vivo studies and the clinical applications.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p

การรับรู้คำศัพท์โดยไม่เจตนาจากการอ่านที่มีการควบคุมความถี่ของคำศัพท์เป้าหมาย กรณีศึกษาของนักเรียนไทยในชั้นระดับมัธยมศึกษาปีที่ 3 ที่เรียนภาษาอังกฤษในฐานะภาษาต่างประเทศ

Thesis (M.A., Applied Linguistics)--Prince of Songkla University, 200

A Study of Vocabulary Learning Strategies in EFL Reading of High, Middle and Low Vocabulary Achievers of Thai Tertiary Students

This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text.&nbsp; The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university.&nbsp; Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants' VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners' previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand.&nbsp

A Study of Vocabulary Learning Strategies in EFL Reading of High, Middle and Low Vocabulary Achievers of Thai Tertiary Students

This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text.&nbsp; The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university.&nbsp; Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants’ VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners’ previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand.&nbsp

The Study of the Coherence of English Learning Strategies Used for Understanding Science Modules by Science Students in the EFL Reading Process

This study investigates the effectiveness of reading strategies employed by Thai EFL lower secondary students of the scientific ability program at one private and two government secondary schools in Thailand's southern province. The study integrated cognitive, metacognitive, determination, social, and memory strategies into the reading treatment. The results are expected to enhance the student’s regulation in applying the reading strategies instruction techniques.&nbsp; The study's participants were thirty Thai EFL students from Grade 7 in a government secondary school in southern Thailand. The data were analyzed and interpreted quantitatively and qualitatively. The training program consisted of five reading strategies, eight scientific reading modules, and a variety of enriching and engaging activities. Therefore, the thematic analysis of the interview data revealed overall satisfaction and enhanced students and teachers’ positive attitudes towards Science in English and the benefits of using reading for developing a Science curriculum