This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer’s (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data, five types of research instruments were utilized including a survey of English vocabulary knowledge, pre-test, post-test, the English vocabulary video, and a questionnaire. The findings of this study revealed an increase in the post-test scores after the Thai EFL learners engaged in learning second language (L2) vocabulary using an English vocabulary video. Moreover, the findings also uncovered that the EFL learners gained L2 vocabulary knowledge after viewing the video containing first language (L1) and L2 captions, images, and L2 audios which are relevant to the target words. Furthermore, the results revealed that the EFL students preferred learning L2 vocabulary via video containing both L1 and L2 captions, interesting and related images, and the proper volume of audios. Therefore, the significant findings of this study lead to theoretical and pedagogical implications regarding the significant role of multimedia learning in terms of the links between visual and auditory information.

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English proficiency (low, fair and high). It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities. The results from content analysis demonstrated that overall the students practiced participation skills when doing individual and pair work. The students practiced writing skills when joining group work. With regard to the students' satisfaction, low proficiency students in low group were likely to enjoy coauthoring activity either pair or group work. Their satisfaction seemed to increase according to the number of group members. This is important for writing teachers to provide this activity for low proficiency students as this may lower the students' anxiety and foster their self-confidence, compared with completing tasks individually. On the contrary high proficiency students seemed to enjoy writing alone and were fairly satisfied group work. These students were likely to be more confident when performing the tasks individually or experienced some problems that might impede working collaboratively."… this approach focuses on the need for providing a positive, encouraging, and collaborative workshop environment within which students, with ample time and minimal interference, can work through their composing processes. The teacher's role is to help students develop viable strategies for getting started (finding topics, generating ideas and information, focusing, and planning structure and procedure), for drafting (encouraging multiple drafts), for revising (adding, deleting, modifying, and rearranging ideas), and for editing (attending to vocabulary, sentence, grammar and mechanics)" (p. 15).Reid (1993) also values the writing process and emphasizes the focus of this approach to process teaching on how the process is related to writers approach tasks by problem-solving method in areas such as audience, purpose, and the situation for writing. Focusing on this approach, Hyland (2003) further emphasizes that writers are independent producers of texts and further addresses the issue of what teachers should do to help learners perform writing tasks. Hyland (2003) also defines this approach as "the numerous incarnations of this perspective are consistent in recognizing basic cognitive processes as central to writing activity and in stressing the need to develop students' abilities to plan, define a rhetorical problem, propose, and evaluate solutions" (p. 10).From this writing process approach, collaborative activity tends to be occurred when the students help each other to plan, write and revise their tasks. This can be an efficient learning process as i...

The purpose of this study was to identify the types of peer scaffolding used by Thai EFL students while completing reading activities. Pre-test, post-test and reading test procedures were implemented to measure the impact of peer scaffolding on students’ reading comprehension. The peer scaffolding checklist was employed to identify the types of peer scaffolding the EFL students used in the reading classroom. This study found that the EFL students gained higher post-test mean scores after engaging in reading activities along with peer scaffolding strategies. The beginner and elementary EFL students mostly used procedural assistance, whereas the intermediate EFL students frequently used sharing and questing as peer scaffolding. These findings may provide sociocultural theoretical and pedagogical implications for EFL teachers when supporting peer scaffolding and assisting EFL students to develop reading comprehension. 

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