Browsing by Author "Ratchaporn Rattanaphumma"
Results Per Page
Sort Options
-
Item
-
ItemDesigning a Language Course in English in Lingua Franca (ELF) Settings: Perception and Practice(Assumption University, 2012) Ratchaporn Rattanaphumma ; Assumption University. Office of the Vice President for Advancement. Public Relations DepartmentThis paper describes the practical aspects of a general education English language course designed for undergraduate students at Assumption University, Thailand. It begins with a description of the contextual factors that led to decision making about all components of the course such as conceptual underpinnings, objectives, syllabus design, activity types, learners’ roles, teachers’ roles, and assessment. The paper also reflects on the understanding and direct experiences that the author has faced during the course implementation under the Thai Qualification Frameworks (TQF) for Thailand’s Higher Education System. It is hoped that the author can share with the teaching community her learning and teaching perspectives, her own context, and some practical aspects of teaching.
-
Item
-
ItemAn ESP program for caddies(Assumption University Press, 2009) Ratchaporn Rattanaphumma ; Assumption University. Graduate School of English
-
ItemIdeal L2 Self and Ought-to L2 Self: A Study in the Thai Context( 2016) Ratchaporn RattanaphummaThe study of motivation has been one of main interesting areas in second language teaching and learning. The integrative and instrumental motivation proposed by Gardner and Lambert (1972) has been challenged by the rise of global English and the changing purposes of English language teaching, learning, and using worldwide. In this study, the new theory of L2 Motivational Self System (Dornyei, 2005) has been used as the framework. The objectives of the study were to: 1) explore how students view themselves as L2 users; and 2) explore what students believe they ought to meet expectations. The participants consisted of 28 undergraduate students from an international university in Thailand. The instruments used in this study were questionnaires and student’s vision form. Questionnaire data was analyzed by using descriptive analysis in terms of frequencies and percentages. Student’s vision form data was analyzed by content analysis. The findings show that: 1) students view themselves as L2 users who have to use English in their work and daily life in the future; 2) students perceive that they ought to learn English in order to meet social and family expectations. This indicates that the ideal L2 self is influenced by future careers, whereas the ought-to L2 self is strongly influenced by society, parents, and peers. Finally, it is suggested that the sense of L2 self and ought-to L2 self should be promoted in English language classrooms. Language teachers should encourage and guide students to construct their language vision.
-
ItemIllustration of test development project assessment and evaluation of EP teachers(Assumption University Press, 2010) Ratchaporn Rattanaphumma ; Assumption University. Graduate School of English
-
Item
-
ItemReconsidering Objectives of Language Learning in English as a Lingua Franca Context( 2013-03) Ratchaporn RattanaphummaIt is undeniable that English has become a global language and the enormous global demand for using English as a means for communication has been apparent. With this spread of English and globalization, the result has led to a great demand for English language teacherswho can be both native and non-native English speakers. The study aims to explore university students’ attitudes towards native and non-native English speakers’ teaching practices in a context where English has been used as a lingua franca and an international language. Samples were 348 students who took a foundation English course in semester 2/2011. The instruments used were the questionnaires and interviews. It has been found that students had positive attitudes towards both native and non-native teachers’ teaching practices; however, there were some different reasons why students felt positively towards each group of English language teachers’ teaching practices. It is suggested that concerned administrators should not divide between nativeness and non-nativeness, Recognition of teachers’ pedagogical and professional abilities should be put into consideration. For teachers of English, they should have a full understanding of the goals of language learning in current situations and reality. Future research should extend to investigate a broader sample of students in other schools or institutions where English has been used a medium of instruction or as a foreign language.
-
ItemA second language course development(Assumption University, 2010) Ratchaporn Rattanaphumma ; Assumption University. Graduate School of English
-
ItemSecond language learning and language learners(Assumption University, 2008) Ratchaporn Rattanaphumma ; Assumption University. Graduate School of English
-
Item
-
ItemA study of teachers’ awareness of English as a Lingua Franca (ELF) and an analysis of ELF features of primary school students’ writings at an international school in BangkokThis study conducted interviews with three English teachers from an international school in Bangkok in order to examine their awareness of English as Lingua Franca (ELF). The writings of 33 primary international students of the same school from grade 2 to grade 6 were also analysed in order to identify the dominant features of spoken English as a Lingua Franca (as demonstrated in the study of Kirkpatrick, 2010) finding its way into written forms.
-
ItemA study of undergraduate students' ideal L 2 self and ought to L2 self based on the L2 motivational self systemThe study of motivation has been one of main interesting areas in second language teaching and learning. The integrative and instrumental motivation proposed by Gardner and Lambert (1972) has been challenged by the rise of global English and the changing purposes of English language teaching, learning, and using worldwide. In this study, the recent theory of L2 Motivational Self System (Dornyei, 2005) has been used as the framework. The objectives of the study were to: 1) study students' vision as L2 learners; 2) explore the motivational factors behind the students' desires to learn English as a second language; and 3) explore the factors that students believe they ought to possess to learn English as a second language. The participants consisted of 28 undergraduate students from an international university in Thailand. The instruments used in this study were questionnaires and six task types. Questionnaire data was analyzed by using descriptive analysis in terms of frequencies and percentages. Six task types were analyzed by content analysis. The findings show that: 1) students tend to have a positive degree of motivation towards their ideal L2 self. They have future self- related to future careers; 2) the four main motivational factors behind the students' desires to learn English as a second language are travelling, global career, passing exams, and interacting with foreigners; and 3) strength of the vision of the ought to L2self is positive. They ought to learn English in order to meet social and family expectations. This indicates that the ideal L2 self is influenced by future careers, whereas the ought to L2 self is strongly influenced by society, parents, and peers. Finally, it is suggested that the sense of L2 self and ought-to L2 self should be promoted in English language classrooms. Language teachers should encourage and guide students to construct their language vision.
-
Item