Browsing by Author "Sureepong Phothongsunan"
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    Applying Active Listening Strategies in EFL: An Integrated Skill Approach
    ( 2016) Sureepong Phothongsunan
    This paper addresses some active listening strategies which EFL learners can employ to facilitate, monitor and evaluate their own English listening skills. Listening today is classified as an interpretive process. The role of the listener as an active partaker in the listening process is thus emphasized. The paper sheds light on the impact that active listening may have on students’ overall language output, academic success, and enhanced performance on listening assessments with relevant, practical examples.
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    Authentic materials and their impacts on L2 learning
    (Assumption University Press, 2010) Sureepong Phothongsunan ; Assumption University. Graduate School of English
    This article discusses an acknowledged definition of authentic materials and points out the effects of using them in learning a second language (L2). Many academics have purported the use of authentic materials in the L2 classroom as they are intrinsically more interesting or stimulating than artificial or non-authentic materials. This assertion, however, may not be sufficiently proven in practice. In fact, there is evidence that authentic materials could reduce the levels of learner interest, subject to the specific characteristics of materials employed and that they are not necessarily more interesting. Therefore, it is important that materials chosen for the classroom stimulate learners and this ramification on motivation should be one norm for the selection of materials to be utilised.
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    Delving into international students' attitudes to NESTs and NNESTs
    ( 2017) Sureepong Phothongsunan
    This study examined the attitudes of international students at university level towards native English-speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) in a Thai context. It also explored how the attitudes held towards these two groups of teachers shaped the participants’ learning practices and motivation to learn English. Two research instruments; the open-ended questionnaire and the semi-structured interview were employed for this study. The questionnaire administered with 31 participants was the primary data collection tool. The subsequent interview conducted with 14 of the participants served as a supplementary data. The findings indicated significantly differing attitudes towards native English-speaking teachers and nonnative English speaking teachers in many areas. These domains comprised the teaching methods and styles; the understanding of students’ problems; grading and marking; language proficiency; personality, classroom behaviour and discipline; and the ability to communicate and interact with learners. Some differences were also reported in the way they assigned work and arranged learning activities and their attitudes towards students. Most participants given the choice had a strong favour to study with native English-speaking teachers. There appeared to be a strong positive rapport between studying with native English speaking teachers and the participants’ learning behaviours and eagerness to study English. Implications are made regarding teacher training, particularly for non-native English teachers and language teachers, be it native or non-native, having EFL teaching experience.
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    EFL Motivation through Vision: Role-plays, Narratives, Projects and Reading Tasks
    ( 2016) Sureepong Phothongsunan
    This paper looks into some interactive, proposed ways in helping an EFL learner to develop an identity as an EFL learner in learning English to achieve language learning goals. First, vision theory is discussed, reflecting on the increased importance of envisioning oneself to create a self-image for the EFL learner in order to enable, acknowledge and enjoy his/her EFL identity. The second part presents the use of how conscious role-plays can make a difference in terms of shaping one identity. The next part supports the interlinking of image as a confident EFL learner and an effective individual in the future through personal narratives. The final section addresses how projects and reading tasks can be used as activities which can support the building of identity in EFL.
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    EFL motivation through Vision: role-plays, narratives, projects and reading tasks
    ( 2016) Sureepong Phothongsunan
    This paper looks into some interactive, proposed ways in helping an EFL learner to develop an identity as an EFL learner in learning English to achieve language learning goals. First, vision theory is discussed, reflecting on the increased importance of envisioning oneself to create a self-image for the EFL learner in order to enable, acknowledge and enjoy his/her EFL identity. The second part presents the use of how conscious role-plays can make a difference in terms of shaping one identity. The next part supports the interlinking of image as a confident EFL learner and an effective individual in the future through personal narratives. The final section addresses how projects and reading tasks can be used as activities which can support the building of identity in EFL.
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    EFL university teachers' professional development in the Thai context
    ( 2018) Sureepong Phothongsunan
    This study aims to explore the perceptions of 30 English as a Foreign Language (EFL) teachers serving in public universities in Thailand regarding needs, challenges and quality of teacher career development in their universities. A questionnaire and an interview are employed to gather data. According to the teacher development programs offered, all universities served by the participants provide prospects for teachers to have further in-service education. In relation to professional development, nearly all participants point out a strong need for obtaining a higher degree as career advancement in their field and interestingly as a tool for salary increment. Teacher collaboration and student learning also emerge as possible factors motivating teachers to strive for self-improvement. Although undertaking research is referred to as an important and for some a required element for English teaching jobs, time-consuming nature and a sophisticated process discourage its instigation. Regarding views about quality of university teacher development, most report being satisfied with the overall universities’ emphasis on improving English teaching and learning by accentuating teachers as a key. However, teachers’ lacking motivation to progress professionally due to excessive teaching workload and internal politics embedded in some universities can be reasons preventing teachers from securing educational growth. Implications from the study shed light on the significance to support the quality of university teachers through furnishing sufficient opportunities of professional development and what Thai EFL university teachers aspire to accomplish most to develop themselves efficiently.
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    Examining University Students’ Language Awareness of Metalinguistic Knowledge in the Thai Context
    ( 2015) Sureepong Phothongsunan
    This study aimed to investigate Thai university students’ language awareness of metalinguistic knowledge of English, which focuses on learners’ ability to detect and give explanation for errors in English. A verbal protocol of learner introspection was used with 15 participants studying in the Business English Major in a Thai university. The specific investigation was on errors with verbs which encompass those of tense, aspect, and verb complementation. It was found that most participants identified mistakes inaccurately and in particular they seemed to have serious difficulties with verb complementation. Also, it was found that the participants referred to grammar rules they learned in high school rather than to what they have been exposed to in their university courses to explain grammatical structure. Insights gained from the verbal protocols are useful to help students to understand the thought processes involved in metalinguistic reflection, promote language awareness and address students’ conceptual confusion with English rules.
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    Learners’ Attitudes towards Native and Non-native English Speaking Teachers in the EFL Context
    ( 2016) Sureepong Phothongsunan
    This paper examines the attitudes of EFL learners towards native and non-native English speaking teachers in the EFL context by reviewing some research findings as reported by educators in the field of English language teaching. Three main sections are presented. The first section looks into learners’ attitudes towards EFL teachers. This is followed by a focus on how students’ attitudes are towards native and non-native English speaking teachers. The second part sheds light on qualities of native and non-native English teachers, which are in fact mutually supportive, in their English teaching profession. The author’s own research on learners’ attitudes towards native and non-native English speaking teachers is introduced and discussed in the final part where it was found that EFL students under study perceived significant differences between native English and Thai English teachers in various areas.
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    Learning English of Thai tertiary students: from learners’ recounts and experiences
    ( 2017) Sureepong Phothongsunan
    This study investigates English learning as experienced and perceived by Thai university students majoring in Business English. Taking a social perspective of language learning and by adopting an interpretive research inquiry, this study aims to broaden research into second language learning by exploring the learners’ views of learning English in the classroom and within the wider social context of university. 293 students participated in the study. A questionnaire survey and focus group interviews were the forms of data collection. Findings from the study indicate that the learners did not seem to have clear conceptions of their experiences of learning English and issues that affected them as learners and their learning English. The learners appeared to believe in participating actively in their learning and constructing knowledge with their English teacher and peers. The learners also indicated supportive features of school experiences where opportunities for English language use outside of the classroom seemed sufficient. The implications from the study suggest that English language teachers need to reconceptualise learners and English language learning in the attempt to provide learning experiences that would help the learners become effective English language users.
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    Perceiving native English speaking teachers: EFL university students’ perspectives
    ( 2017) Sureepong Phothongsunan
    To allude to the ‘native speaker’ concept and investigate the native speaker effects, this research looks into the perceptions of 25 Thai EFL university students towards native English speaking teachers. How native English speaking teachers influence the participants’ learning behaviours and motivation to learn English are also perceptually reported. Two research instruments, the survey questionnaire and the semi-structured interview, are employed for this study. The findings indicate overall positive perceptions towards native English speaking teachers, pointing that their classes are mostly fun, interactive and motivating. The flexible and interactive teaching methods and styles used by native English speaking teachers are found to be most favoured, followed by their approachable personality traits and the students’ vast opportunity to practice oral and written English. Most participants, if given an option to choose a teacher, have a salient preference to study with native English speaking teachers in which case neither teachers’ age nor gender matters. There seems to be a strong relationship between studying with native English speaking teachers and the participants’ learning behaviours and motivation to learn English.