THE ACHIEVEMENT OF LEARNING VOCABULARY FOR GRADE 3 STUDENTS BY USING TASK-BASED LEARNING WITH WEB APPLICATIONS

Abstract

This research aimed to investigate the effectiveness of Task-Based Learning (TBLT) integrated with web applications in improving the vocabulary achievement of Grade 3 students. The specific objectives were: (1) to compare students’ vocabulary achievement before and after the intervention, (2) to calculate the relative gain scores to determine the extent of students’ improvement, and (3) to explore students’ satisfaction with the instructional method. The study was conducted with 12 Grade 3 students from Bannongsang (Lai-Utid) primary school under the Prachinburi Primary Educational Service Area Office 2 during the second semester of the 2025 academic year. The research design followed a one-group pre-test–post-test experimental model (Leedy & Ormrod, 2001). Students participated in eight lesson plans (16 hours) constructed based on the TBLT framework, consisting of three phases: pre-task, task cycle, and post-task. The pre-task stage used Quizlet to introduce and review vocabulary through flashcards and games; the task cycle used Nearpod for interactive activities such as matching, quizzes, and fill-in-the-blanks; and the post-task stage allowed students to reflect, exchange experiences, and apply vocabulary in communicative activities, also supported by Nearpod drawing and reporting tools. The research instruments consisted of: A 30-item vocabulary test aligned with Smile Book units 4–6, reviewed by three experts for content validity using the Item-Objective Congruence (IOC) index (IOC values 0.50–1.00). The test was piloted with a similar group of students, resulting in difficulty indices between 0.42–0.75, discrimination indices between 0.25–0.42, and a reliability coefficient (KR-20) of 0.9604, confirming its appropriateness. An 11-item satisfaction questionnaire designed to measure students’ perceptions in areas such as content appropriateness, lesson engagement, teaching effectiveness, accessibility of web applications, and overall satisfaction. Items were validated through IOC and rated on a five-point Likert scale. Data collection was carried out in four stages: administering a pre-test, conducting task-based lessons with web applications, administering a post-test, and distributing the satisfaction questionnaire. Data were analyzed using descriptive statistics (mean, standard deviation, minimum, maximum), Wilcoxon Signed-Rank Test for pre- and post-test comparison, relative gain score (RGS) formula for progress measurement, and mean scores for satisfaction levels. The results showed that students’ vocabulary achievement improved significantly. The mean pre-test score was 12.33, rising to 20.25 on the post-test, with a statistically significant difference at the 0.05 level. The Relative Gain Score averaged 46%, reflecting meaningful progress, especially among students with lower baseline knowledge. Students reported very high satisfaction (X̄ = 4.72), particularly appreciating the engaging activities, the usefulness of the web applications, and the enjoyment of learning vocabulary through interactive tasks. In conclusion, the findings confirm that Task-Based Learning supported by web applications such as Quizlet and Nearpod effectively enhances vocabulary learning for primary students. This approach not only improves test scores but also develops students’ confidence, motivation, and digital literacy skills. The study suggests that integrating technology into task-based instruction provides a promising method for fostering both academic achievement and positive attitudes toward English language learning at the primary level.

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