Inside the Sentence: An Evaluation of How Thai University EFL Learners Build Academic Sentences.
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| Title: | Inside the Sentence: An Evaluation of How Thai University EFL Learners Build Academic Sentences. |
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| Authors: | Namsaeng, Pasara1, Nooyod, Aummaraporn2, Sukying, Apisak3 |
| Source: | Theory & Practice in Language Studies (TPLS). Jun2026, Vol. 16 Issue 6, p1898-1905. 8p. |
| Subject Terms: | *Academic language, *Composition (Language arts), *Limited English-proficient students, Semantics (Philosophy), Linguistic complexity, Thai people |
| Abstract: | Academic vocabulary is essential for successful university-level writing, yet Thai EFL university learners often struggle to use it productively in context. This study investigates Thai university students' academic vocabulary knowledge through a sentence-writing test that captures three dimensions of productive performance: lexical, semantic, and structural complexity. Thirty English major students enrolled in an English Composition Writing course completed a Sentence Writing Test consisting of 16 Academic Word List verbs, each requiring three sentences. Descriptive and inferential statistics were applied, with strong reliability demonstrated through Cronbach's alpha (α = .747) and inter-rater Kappa agreement (κ = .821, p < .001). Results revealed low overall performance, with learners achieving only 17% of the total possible score, indicating limited productive academic vocabulary knowledge despite an estimated general vocabulary size of approximately 10,000 word families. ANOVA findings showed significant differences across the three dimensions, F(2, 478) = 67.263, p < .001, η² = .22, with pairwise comparisons indicating that learners performed significantly best in lexical complexity, followed by semantic, and weakest in structural complexity. These patterns reflect a developmental progression from reliance on lexical form toward meaning and syntactic application. The findings suggest that productive academic vocabulary requires higher-order cognitive skills and is constrained by limited academic language resources. The study highlights the need for pedagogy that integrates sentence-level production, explicit academic vocabulary instruction, and support for deeper semantic and syntactic development. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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