Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand

Liao, Chen-Huei; Kuo, Bor‐Chen; Deenang, Exkarach; Mok, Magdalena Mo Ching

doi:10.1080/01443410.2015.1058342

Cited by 6 publications

(4 citation statements)

References 42 publications

(66 reference statements)

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“…The present study directly correlated grapheme-phoneme correspondence in the most frequently queried content words in which the participants associated English phonemes with the Thai spelling system in the employed pronunciation poem. Comprehensive lists of frequent and infrequent English grapheme-phoneme correspondences identification (Brooks, 2015); (Fry, 2004); (Ziegler et al, 1997) were used to examine whether first-year Thai university students were aware of and could successfully distinguish between regular and irregular phonologyorthography relationships after an average of 12 years of English as a Foreign Language education (Liao et al, 2015); (Perrodin & Thupatemee, 2018); (Thep-Ackrapong, 2005); (Vibulpatanavong & Evans, 2019); (Winskel & Iemwanthong, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…One of the more significant findings to emerge from this study is that there are 9 content words, slightly less than half of the total words, with frequently occurring grapheme-phoneme correspondences out of the 23 words which occur above the Mean. As derived from the findings in the above tables, the trend among Thai undergraduate students is to rely on the correlation of English phonemes with the Thai spelling system to identify frequently and infrequently occurring grapheme-phoneme correspondences (Knoepke et al, 2014); (Ladkert, 2009); (Liao et al, 2015); (Thep-Ackrapong, 2005); (Wixey & Eamoraphan, 2017). Considering the above findings, Thai undergraduate students with a lifetime of English as a Foreign Language education still do not possess the capability to differentiate and identify English grapheme-phoneme correspondences appropriately.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, this inconsistency and irregularity in the English orthography tend to reduce the transparency of the English grapheme-phoneme sound system, thereby regularly delaying phonemic awareness, and similarly, delaying reading acquisition of the English language for Thai EFL learners (Liao, Kuo, Deenang, & Mok, 2015); (Vibulpatanavong & Evans, 2019); (Winskel & Iemwanthong, 2009).…”

Section: Grapheme-phoneme Correspondencementioning

confidence: 99%

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Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence

Perrodin

2021

JETLI

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<p>Recent events in Thailand in reference to the teaching of phonics for better comprehension of English vocabulary have highlighted the overuse of identifying letter-sound relationships in English by utilizing the familiar Thai orthography to assist developing Thai EFL learners. This paper investigated the long-term effects of using such pedagogy on recognizing regular and irregular Grapheme-Phoneme Correspondences (GPC) in English by Thai undergraduate students. To address this matter, the study used a convenience sampling of 373 first-year university students from 11 general education English classes at a mid-sized private university near Bangkok, Thailand. The familiar English poem <em>I Take It You Already Know</em> was employed for data collection, for it consists of a practical ratio of frequent and infrequent English grapheme-phoneme correspondences. Extensive lists of recognized grapheme-phoneme correspondences were used to identify the frequent or regular, and the infrequent or irregular main phoneme present in each of the 60 most frequently queried content words of the poem. Point-Biserial Correlation was employed to measure the strength of association between the frequency occurrence of the most queried content words from the data set, and the examined weighted word frequency data. The findings suggest that, in general, the Thai undergraduate students demonstrated an overall lack of recognition of regular and irregular Grapheme-Phoneme Correspondences of English. </p>

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Grapheme-phoneme Correspondencementioning

confidence: 99%

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Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence

Perrodin

2021

JETLI

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“…The present study aimed to investigate the factor structure of L2 linguistic complexity. To achieve this aim, both EFA and CFA were applied following the procedure in Yang (2009) and Liao et al (2015). The two sets of writing samples, i.e., one on task 1 and one on task 2, were each randomly divided into two subsets, resulting in four sets of data, i.e., Task 1-1 (n = 232) and Task 1-2 (n = 233); and Task 2-1 (n = 233) and Task 2-2 (n = 232).…”

Section: Discussionmentioning

confidence: 99%

Exploratory and Confirmatory Factor Analyses of L2 Linguistic Complexity Measures

Li¹,

Zhang²

2020

IJEL

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This study investigated the latent structure of L2 linguistic complexity as a multidimensional construct and analyzed the relationship between the sub-constructs of L2 linguistic complexity by employing exploratory and confirmatory analyses of a set of linguistic complexity measures indexing different sources of L2 linguistic complexity. Based on relevant theories and empirical studies, 11 automated measures indexing distinct sources of syntactic and lexical complexity were selected and used to assess the linguistics complexity of 930 EFL argumentative essays, which were then equally divided into two subsamples. Sample 1 was used for exploratory factor analysis while sample 2 was used for confirmatory factor analysis. The results show that L2 linguistic complexity is a multi-dimensional construct composed of clausal subordination, phrasal elaboration and lexical complexity. Furthermore, regarding the relationships among the three sub-constructs, it was found that lexical complexity and phrasal elaboration are moderately correlated; while clausal subordination employs rather different means of complexification than that employed by phrasal elaboration and lexical complexity. Findings of the study provide empirical evidence for the multidimensionality of L2 linguistic complexity in L2 argumentative writing and lend support to the hypothesis that lexical complexity and grammatical complexity constitute separate, independent dimensions of L2 performance and proficiency, and that there was a certain level of trade-off effect between them.

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Predictors of Chinese reading and literacy skills among Chinese school children: a 3-year longitudinal study

Liao

Kuo

Tsao

et al. 2020

Educational Psychology

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Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand

Cited by 6 publications

References 42 publications

Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence

Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence

Exploratory and Confirmatory Factor Analyses of L2 Linguistic Complexity Measures

Predictors of Chinese reading and literacy skills among Chinese school children: a 3-year longitudinal study

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