Browsing by Subject "English as a foreign language"
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ItemA comparative study of technology-based motivation for learning English as a foreign language among Thai learners at Wall Street English Bangkok according to their gender and English language proficiencyThe purpose of this study was to determine the extent to which new technologies, such as the Internet or social media, served as sources of motivation for Thai English language learners to learn English as a foreign language (EFL) at Wall Street English (WSE) Bangkok. The study also sought to compare learners’ technology-based motivation for learning EFL based on their gender and English language proficiency. For these purposes, the researchers adopted a quantitative comparative research design, using a questionnaire that was developed, piloted, validated, and checked for internal consistency. The questionnaire was administered to 214 Thai English language learners from all four levels of proficiency (beginner, pre-intermediate, intermediate, and advanced) from 11 centers of WSE in Bangkok. After splitting the collected data by gender, an independent samples t-test was conducted to assess the significance of the results. At the same time, a one-way ANOVA test was used after splitting the collected data by English language proficiency to determine if there was a significant difference in technology-based motivation for learning EFL among the resulting groups. The research findings indicated that Thai learners were highly motivated to learn English to work with technology more effectively, regardless of their gender or English language proficiency. No significant difference in technology-based motivation for learning EFL between male and female Thai learners was derived from the data analysis. However, in relation to English language proficiency, it was found that the overall technology-based motivation for learning EFL was significantly higher in the beginner group than in the advanced group, as well as in the upper-intermediate group than in the advanced group.
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ItemA correlational study of intensive English program students’ perceptions of teacher rapport and delivery, motivation for learning and academic achievement in the intensive English class at the institute of liberal arts and sciences, Maijayang, Kachin State, Myanmar(Bangkok : Assumption University Press, 2022) Pan, Sut Ngai Htoi ; Gonzalez, Orlando Rafael GonzalezThis quantitative study aimed to investigate whether there was a significant relationship of students’ perceptions of teacher rapport and delivery, motivation for learning, and academic achievement in the Intensive English Program at the Institute of Liberal Arts and Sciences, Myanmar. The population comprised of 48 students in the Intensive English Program (IEP) during the academic year of 2019-2020. The research instruments were the Students’ Perceptions of Teacher Rapport and Delivery Questionnaire (SPTRDQ; Barnes & Lock, 2013), the Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL; Gardner, 2010), and the Intensive English examination. Data collection was analyzed by using descriptive statistics and multiple correlation coefficients. The research findings indicated that the students perceived teacher rapport and delivery in the Intensive English class as good, and their motivation for learning EFL was high. The IEP students were found to have good academic achievement. The results from the correlational analysis revealed significant, moderately strong multiple linear relationships of students’ perception of teacher delivery and motivation for learning EFL with their academic achievement in the Intensive English class, whereas no significant relationship was found between participants’ perception of teacher rapport and their academic achievement.
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ItemA comparative study of adult Learners’ motivation for learning English as a foreign language according to their instruction by single or multiple instructors at Geos Language Centre, ThailandThe purpose of this quantitative study was to compare adult learners’ motivation for learning English as a foreign language according to their instruction by either a single instructor or by multiple instructors over a period of six weeks at Geos Language Centre in Bangkok, Thailand. The sample population of this study consisted of 67 adult-learner students enrolled in private English as a foreign language courses during the period of April to July 2020. These students comprised two groups under investigation during the period of this study: 1) Those who received instruction from a single instructor, and 2) Those who received instruction from multiple instructors. The Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL), adapted from the Attitude / Motivation Test Battery (AMTB) by Gardner (2004), was used to measure the level of adult learners’ motivation for learning English as a foreign language (EFL). Descriptive statistics (means and standard deviations) were calculated, and statistical hypothesis testing (comparative analysis using paired samples t-tests and an independent samples t-test) was performed from data collected to pursue the research objectives and accept or reject the research hypotheses of this study. The research findings did not indicate that there was a statistically significant difference in the gain in motivation for learning English as a foreign language over a six-week period of study between adult learners who studied with a single instructor and adult learners who studied with multiple instructors. Recommendations for adult learners and instructors of English as a foreign language and language institute administrators and future researchers are provided.
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ItemA comparative study of attitudes toward English language held by Grades 7-10 students at no.1 Mindat High School, Chin State, MyanmarThe purpose of the study was two-folded: firstly, to determine the levels of attitudes toward learning English, in terms of four subscales (i.e., English language teacher, English language class, English language textbook and English language work), of Grades 7-10 students at № 1 Mindat High School, Chin State, Myanmar; and secondly, to determine if there was a significant difference among Grades 7-10 students at the target school regarding their attitudes toward learning English language in terms of the aforementioned subscales. This quantitative study used the questionnaire originally developed by Uribe, Gutierrez & Madrid (2013), in order to examine students’ attitudes toward English language. The respondents were 529 Grades 7-10 students from № 1 Mindat High School, Chin State, Myanmar, during the academic year 2017-18. The research findings indicated that, on average, Grade 7, Grade 8 and Grade 9 students showed positive attitudes toward English language, whereas Grade 10 students, on average, showed neither positive nor negative attitudes toward English language. A Games-Howell post hoc multiple comparison test revealed a significant difference in attitudes toward English language between students from Grade 7 and Grade 9, Grade 7 and Grade 10, Grade 8 and Grade 9, and Grade 8 and Grade 10. Contrarily, it was not found a significant difference in attitudes toward English language in students from Grade 7 and Grade 8, or Grade 9 and Grade 10. Finally, recommendations for teachers, students, administrators and future researchers are presented.
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ItemA comparative study of Grade 2 students’ motivation for learning English as a foreign language under game-based learning method and teacher-centered learning method at a Demonstration school, Bangkok, ThailandThe purpose of this study was to compare students’ motivation for learning English as a foreign language under game-based learning method and teacher-centered learning method of Grade 2 students at a Demonstration school, Bangkok, Thailand. This research study involved five objectives which included; Grade 2 students’ motivation level for learning English as a foreign language under game-based learning method and teacher-centered learning method in pre-test and post-test. The significant difference in Grade 2 students’ motivation level for learning English as a foreign language under teacher-centered and game-based learning method between pre-test and post-test individually and finally comparing the significant difference in Grade 2 students’ motivation level for learning English as a foreign language under game-based learning method and teacher-centered learning method between pre-test and post-test. The data were collected by using the pre-test and post-test. The scores were analyzed by means, paired samples t-test and independent samples t-test. The finding of the study showed that, students motivation level in game-based learning method was higher than the students in the teacher–centered learning method in Grade 2 of the Demonstration school, Bangkok, Thailand. The study demonstrated the effectiveness of learning English as a foreign language under game-based learning method. Recommendations have been suggested for the school, teachers and the future researchers.
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ItemA comparative study of Grades 10 and 11 students' beliefs towards teacher-centered and learner-centered approaches in English as a foreign language class at Mai Ja Yang High School in Kachin State, MyanmarThe purpose of conducting this study was firstly, to determine Grades 10 and 11 students’ beliefs towards English as a foreign language class at Mai Ja Yang High School in Kachin State, Myanmar. Secondly, to determine whether there were significant differences in Grade 10, Grade 11,and Grades 10 and 11 students’ beliefs towards teacher-centered and learner-centered approaches in English as a foreign language at Mai Ja Yang High School in Kachin State, Myanmar. The respondents were 120 Grade 10 students and 145 Grade 11 students (totaling 265 students) in Mai Ja Yang High School during the academic year 2018-2019. The data obtained were analyzed by descriptive statistics, mean and standard deviation and by dependent samples t-test. The findings of this study indicated that in Mai Ja Yang High School Grade 10 students, on average, held neutral beliefs on teacher-centered approach in English as a foreign language class when the Grade 11 students’ beliefs towards teacher-centered approach in English as a foreign language class was positive.
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ItemA comparative study of Grades 7 and 8 students’ attitudes toward grammar-translation method and communicative language teaching in learning English as a foreign language at a private Catholic school In BangkokThis study aimed to investigate and determine whether there was a significant difference between Grades 7 and 8 students’ attitudes toward grammar-translation method (GTM) and communicative language teaching (CLT) in learning English as a foreign language at a private Catholic school in Bangkok. The study utilized a quantitative comparative research design. The Attitudes Toward Grammar-Translation Method and Communicative Language Teaching Questionnaire was adapted and used to collect the data from Grades 7 and 8 students in January, 2020. There were 152 Grade 7 and 173 Grade 8 students who responded to the questionnaire. The collected data was analyzed first through descriptive statistics (means and standard deviations) and then through inferential statistics (dependent and independent samples t-test). The findings of the current study revealed that overall, Grades 7 and 8 students had slightly positive attitudes toward GTM and positive attitudes toward CLT in learning EFL. The findings also indicated that there was a significant difference between Grades 7 and 8 students’ attitudes toward GTM and CLT. Furthermore, the findings showed that there was a significant difference between Grades 7 and 8 students’ attitudes toward GTM while there was no significant difference between their attitudes toward CLT in learning EFL. Recommendations for students’ support, teaching strategies, and future research are provided.
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ItemA comparative study of Grades 7, 8 and 9 students' motivation for learning English as a foreign language in the regular program and English program at Tepleela School, Bangkok, ThailandThis study aimed to identify the levels of intrinsic and extrinsic motivation for grades 7, 8 and 9 students to learn English as foreign language in the Regular Program and in the English Program firstly; then, to compare the students’ intrinsic and extrinsic motivation to learn English as a foreign language between the Regular and English Program. The participants of this study were 253 students from grade 7, 8, and 9 of the Regular and English Program studying English as a foreign language at Tepleela School, Bangkok, Thailand. The study used MALESC questionnaire, which was composed of 19 statements on intrinsic and extrinsic motivation. The findings of this study were: 1) the levels of intrinsic and extrinsic motivation to learn English as a foreign language in the Regular Program was high; 2) the levels of intrinsic and extrinsic motivation to learn English as a foreign language in the English Program was high; 3) there was no significant difference in students’ intrinsic motivation to learn English as a foreign language between the Regular and English Program; 4) There was a significant difference in students’ extrinsic motivation to learn English as a foreign language between the Regular and English Program.
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ItemA comparative study of students' attitudes toward learning English as a foreign language according to their instructional strategies preferences at Gateway Learning Center, Hpa-an Township, Karen State, MyanmarThe purpose of this study was to investigate if there was a significant difference between students’ attitudes toward learning EFL according to their preferences for instructional strategies at Gateway Learning Center, Hpa-an Township, Karen State, Myanmar. This research was a quantitative comparative design utilizing two questionnaires: Attitudes Toward Learning English as a Foreign Language Questionnaire (ATLEFLQ) and Instructional Strategies Preferences Questionnaire (ISPQ) to collect data. The data were collected from 203 students in November and December, 2017. The researcher analyzed the data using descriptive statistics (means, standard deviations, frequencies and percentages) and one-way analysis of variance (ANOVA) for statistical hypothesis testing. The findings indicated that the students had positive attitudes toward learning English as a foreign language and the most preferred instructional strategy for learning EFL was mixed instructional strategy, followed by experiential learning, interactive instruction, indirect instruction, direct instruction and finally independent study. There was no significant difference between students’ attitudes toward learning EFL according to their preferences for instructional strategies. Recommendations for students, teachers, administrators and future researchers are provided.
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ItemA comparative study of teachers' and students' beliefs towards teacher-centered and learner-centered approaches in Grade 12 English as a foreign language class at one governmental senior secondary school in Shaan'xi Province, ChinaThe aim of this study was to determine what were Grade 12 EFL teachers’, and Grade 12 intermediate- and advanced-level students’ beliefs towards teacher-centered approach and learnercentered approach, in order to determine whether there was a significant difference between them. This study was conducted at one governmental senior secondary school in Shaan’xi Province, China. The study focused on 23 Grade 12 EFL teachers, 48 Grade 12 EFL intermediate-level students and 87 Grade 12 EFL advanced-level students of the second semester of academic year 2016-2017 from the target school. The researchers used descriptive and inferential statistics to analyze the data. Among other things, the research findings presented here showed that teachers hold positive beliefs towards both teacher-centered approach and learner-centered approach; both intermediate-level students and advanced-level students hold neutral beliefs towards teacher-centered approach and learner-centered approach, and positive beliefs towards teacher-centered approach and learner-centered approach. The results of the study also showed that there was a significant difference between Grade 12 teachers’ beliefs and Grade 12 intermediate- and advanced-level students’ beliefs towards teacher-centered approach and learner-centered approach in EFL class at the target school, whereas there was no significant difference between Grade 12 EFL intermediate-level and advanced-level students’ beliefs towards both teacher-centered approach and learner-centered approach in EFL. Based on these findings, the researchers gave some suggestions to students, teachers, administrators and future researchers.
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ItemA comparative-correlational study of attitudes toward and motivation for Learning English as a foreign language in Grade 9 students from Akha, Bamar and Shan ethnic Groups at no 2 Basic Educational High School, Keng Tung, Eastern Shan State, MyanmarThe purpose of this study was to determine whether there was a significant relationship between attitudes and motivation of Grade 9 students toward English as a foreign language from the Akha, Bamar, and Shan ethnic groups and to compare both variables among three different ethnic groups at № 2 Basic Education High School, Keng Tung, Eastern Shan State, Myanmar. A total of 199 students participated, and the instrument adapted for this study was the latest version of Gardner’s (2004) Attitude/Motivation Test Battery. Pearson product-moment correlation coefficient was used to examine the relationship between the research variables, and a one-way analysis of variance (ANOVA) was performed to determine if there were significant differences between attitudes and motivation of the participant students. From this study, a positive attitude and high motivation of Grade 9 students toward learning English as a foreign language (EFL) were found, regardless of their ethnic memberships. Also, it was found a statistically strong, positive correlation between attitudes toward and motivation for learning EFL of Grade 9 students in each ethnic group. Furthermore, the findings also revealed a significant difference between attitudes toward EFL of the students, but no significant difference between motivations for learning EFL of the students in all three ethnic groups. Finally, recommendations for teachers, students, administrators and future researchers are presented.
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ItemThe correlational of Chinese junior hight school students’ motivation, attitudes toward the learning situation with English as a foreign language academic achievementThe purpose of this quantitative correlational study was to determine whether there was a significant relationship between Grade 9 students’ motivation and attitudes toward the learning situation for learning English as a foreign language with English academic achievement at a private school in China. A total of 110 Grade 9 students participated in this study. Students’ motivation and attitudes toward the learning situation for learning English as a Foreign Language Questionnaire which was adapted from Gardner’s (2004) international version of Attitude/Motivation Test Battery (Gardner, 2010) was used in this study consisting of 50 items (Gardner 2004, 2010) under five subscales. The researcher collected data from Grade 9 students studying in the 2021-2022 academic year at a private school in China. For the analysis of the collected data, descriptive statistics, and correlational analysis (using multiple correlation coefficient) was used. The findings of the research indicated that there was a weak correlation among the students’ motivation and attitudes toward the learning situation for learning EFL with English academic achievement. Based on the findings, the researcher provides recommendations for students, teachers, school administrators, future researchers.
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ItemA correlational study of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at level up academy, Loikaw Township, Kayah State, Myanmar( 2020) Alexander ; Gonzalez, Orlando Rafael GonzalezThe purpose of this quantitative study was to investigate if there was a significant relationship of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at Level Up Academy, Loikaw Township, Kayah State, Myanmar. A population sample of 71 students from Batch 5 (34 students) and Batch 6 (37 students), enrolled during the academic year 2017-2018, was chosen for this study. A 32-item questionnaire was used to measure the levels of self-efficacy for learning EFL, including its four subscales (listening efficacy, speaking efficacy, reading efficacy and writing efficacy); an 8-item questionnaire was used to measure perceived parental encouragement for learning EFL; and the levels of English academic achievement were determined using the English subject’s final test. After data collection was done, descriptive statistics (means and standard deviations) and a statistical hypothesis testing (correlational analysis using Pearson’s product moment correlation and multiple correlation coefficient) were carried out to address the research objectives and hypotheses of this study. The research findings indicated that the levels of self-efficacy for learning EFL of both Batch 5 and Batch 6 students were slightly high. It was also found that the level of perceived parental encouragement of Batch 5 students was slightly high, while that of Batch 6 students was moderately high. The English subject’s final test revealed that Batch 5 and Batch 6 students had good English academic achievement. Correlational analysis using Pearson’s product moment correlation suggested that there was a strong, significant and positive relationship of self-efficacy for learning EFL with English academic achievement of Batch 5 and Batch 6 students. However, there was not significant relationship of perceived parental encouragement for learning EFL with English academic achievement of Batch 5 and Batch 6 students. The four subscales of self-efficacy for learning EFL (listening, speaking, reading and writing efficacy) were also strongly, positively and significantly correlated with English academic achievement of Batch 5 and Batch 6 student Level Up Academy, Loikaw Township, Kayah State, Myanmar.