Selecting Vocabulary: Factors Influencing Word Choice by Thai High-School EFL Students in Reading Comprehension
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Abstract
This study explores the factors influencing Thai high-school students learning English as a Foreign Language (EFL) when selecting words to learn while reading an English passage. The goal was to understand students’ word choices and which vocabulary they focus on in order to help improve their vocabulary and reading skills. Thirty Thai high school students from English-Math, English-French, and English-Chinese programs participated. They chose an English passage from National Geographic Kids or TIME for Kids, read it, and selected at least five unfamiliar words or phrases, explaining their choices. The words were analyzed using the Longman Dictionary of Contemporary English Online, focusing on word class, academic status, and frequency. The findings showed that students frequently selected content words (such as nouns and verbs) over function words, often influenced by personal interests, e.g., music and movies, and social media relevance. Additionally, students used online dictionaries to explore meanings, enhancing their focus on specific unfamiliar words. The study suggests that Thai high school EFL students prioritize content words that aid comprehension, often overlooking grammatical elements. Teachers can use authentic materials reflecting students’ interests and backgrounds to engage them. The research highlights the need to develop students’ ability to choose their own vocabulary.
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