THE DEVELOPMENT OF ENGLISH VOCABULARY PRONUNCIATION SKILLS USING BRAIN-BASED LEARNING FOR GRADE 5 STUDENTS AT WAT KHUANG SINGH SCHOOL - Research article

Sep 28, 2026

Uploaded by Ben

This research article tested English vocabulary pronunciation skill exercises for Grade 5 students at Wat Khuang Singh School using a brain-based learning (BBL) approach. The study compared students’ pronunciation performance before and after instruction and evaluated student satisfaction with BBL. A quasi-experimental single-group pretest-posttest design was applied with a randomly selected sample, using lesson plans, pre/post assessments, and a satisfaction questionnaire. Results showed effectiveness above the 70/70 criterion, significant improvement after instruction, and high learner satisfaction.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

21st-century learning skills and educational policy

Vocabulary pronunciation and reading purposes

Problems in English aloud pronunciation

Related studies and assessment context

Research focus

THE DEVELOPMENT OF ENGLISH VOCABULARY PRONUNCIATION SKILLS USING BRAIN-BASED LEARNING FOR GRADE 5 STUDENTS AT WAT KHUANG SINGH SCHOOL 1. Kamolwan Keereesuwanket*, 2. Arkom Ukhote, 3. Metha Sola Affiliate: 1., 2., 3. Faculty of Education, Mahamakut Buddhist University, Lanna Campus * Corresponding Arthor E-Mail: [kamonwan2545sa@gmail.com](kamonwan2545sa@gmail.com) ABSTRACT This research article aimed to: 1) test the effectiveness of English vocabulary pronunciation skill exercises for Grade 5 students at Wat Khuang Singh School based on the 70/70 standard criteria; 2) compare the learning achievement in English vocabulary pronunciation before and after instruction using brain-based learning (BBL) for Grade 5 students at Wat Khuang Singh School; and 3) examine the satisfaction of Grade 5 students at Wat Khuang Sing School with the Brain-Based Learning (BBL) approach. The sample consisted of Grade 5 students from Wat Khuang Singh School, selected through simple random sampling. The study employed a quasi-experimental design with a single-group pretest-posttest method. Research instruments included lesson plans, pretest and posttest assessments, and a student satisfaction questionnaire. Data were analyzed using basic statistical methods, including mean, standard deviation, percentage, and dependent sample t-tests. The findings revealed that: 1) the efficiency of the English vocabulary pronunciation skill exercises achieved a level of 82.61/82.11, surpassing the standard criterion of 70/70; 2) students' learning achievement in English vocabulary pronunciation after instruction using the brain-based learning approach was significantly higher than before atthe .05 level 3) students' satisfaction with the brain-based learning approach was at the highest level (􀝔̅ = 4. 69, S. D. = 0.53) . Keywords: Pronunciation skill, English vocabulary, Brain-based learning Introduction The 21st-century learning skills framework (3R8C) emphasizes essential competencies for living, including both cognitive and emotional skills. These encompass listening, speaking, reading, writing, and non-verbal communication to achieve intended goals, as well as accurately receiving and interpreting information. This aligns with the National Education Act B. E. 2542 (1999), which defines education as a learning process aimed at fostering individual and societal growth through the transmission of knowledge, training, and cultural continuity. Section 22 of the Act stipulates that education must be based on the principle that every learner has the capacity to learn and develop and that learners are the most important element. Educational processes must encourage learners to develop naturally and to their fullest potential. Furthermore, the Ministry of Education (2008: 39) should be able to: follow instructions in manuals, guides, and explanations; read aloud texts such as news, announcements, advertisements, poetry, and short plays correctly according to reading principles; describe and write sentences and texts related to various non-narrative forms they have read; and connect these non-narrative forms with sentences and texts they have listened to or read. Additionally, students should be able to identify key points, analyze, summarize, interpret, and express opinions on factual and fictional content, supporting their reasoning with examples. Vocabulary pronunciation refers to reading aloud words, or phrases so that others can hear. Reading has two main purposes: reading aloud to convey meaning and exchange ideas, and silent reading to comprehend the content. Both forms require a foundation of knowledge, experience, and practice to improve comprehension. Observations of students and feedback from teachers reveal that most students struggle with reading English aloud. They lack confidence, are reluctant to express themselves, and face difficulties in phonetic decoding. Many students rely on memorizing vocabulary as individual words and annota

FAQs

What is the main purpose of the study for Grade 5 students at Wat Khuang Singh School?

The study aimed to test the effectiveness of pronunciation skill exercises, compare learning achievement before and after BBL instruction, and examine student satisfaction with the BBL approach.

How was the research designed and what instruments were used?

A quasi-experimental single-group pretest-posttest design was used. Instruments included lesson plans, pretest and posttest assessments, and a student satisfaction questionnaire.

What were the key findings about pronunciation improvement and satisfaction?

The efficiency of the exercises exceeded the 70/70 standard. Students’ post-instruction pronunciation achievement was significantly higher than before, and satisfaction with BBL was at the highest level.

Sep 28, 2026

Uploaded by Ben