Browsing by Subject "English language teaching"
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ItemA study of Grade 12 students’ perceptions on the use of the cooperative learning approach for the English language teaching and learning at the selected school in Bangkok, ThailandThis study mainly determines the students’ perceptions of using the cooperative learning approach for English language teaching and learning at the selected school in Bangkok, Thailand. And to determine whether there were any significant differences between students’ perceptions of the use of cooperative learning approach for English teaching and learning and students’ gender and achievement (GPAX). The respondents were 130 grade 12 students and two English teachers at the selected school in 2020. The data were collected by questionnaire and two interview forms. Descriptive statistics analyzed the data (mean and standard deviation, independent sample t-test, and ANOVA) and content analysis. The findings of this study indicated: (1) the grade 12 students’ perceptions were positive in all areas of cooperative learning activities in English language teaching and learning at the selected school; (2) there were no significant differences between students’ gender and perceptions of the use of cooperative learning, there were also no significant differences between students’ achievement (GPAX) and perceptions of the use of cooperative learning; (3) the students found that the effects of cooperative learning include great communication, increased motivation, and interest while sometimes the class would be noisy; the teachers found that the effects of cooperative learning include improvement of contribution and discussion between students, decreased problems of teaching while group work would spend more time.
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ItemBeing an English language teacher: a narrative analysis of ten foreign teachers in ThailandThis study reflects upon the common narratives of ten foreign teachers relating their teaching experiences in Thailand. Thailand is often admired for its culture, people, environment and many can regard it as their second home. However, there are issues and challenges which they have to face such as, racial discrimination and prejudice, foreign teachers' high expectation toward students, teaching materials and the long teaching hours and the remunerations that they encounter. Although foreign teachers can settle happily in Thailand, there are real challenges that make up their day to day existence. In addition to those already mentioned there are problems with their visas and of course the language barrier. The complexity of involvement in the education processes in Thailand has other aspects that can be identified through the narratives in this study such as the attitude towards native and non-native teachers and perhaps more subtly the color of a teacher's skin.
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ItemA comparative study of Grades 10 and 11 students' perceptions of English teacher effectiveness in Lai Za High School and Mai Ja Yang High School in Kachin State, MyanmarThe purpose of this study was twofold: firstly, to determine Grades 10 and 11 students’ perceptions of English teacher effectiveness using Danielson’s (2011) framework for teaching model and its domains (i.e., planning and preparation, classroom environment, and instruction) in Lai Za High School and Mai Ja Yang High School in Kachin State, Myanmar; and secondly, to identify whether there were significant differences in Grade 10, Grade 11, and Grades 10 and 11 students’ perceptions of English teacher effectiveness between the same schools. This quantitative study used the Students’ Perceptions of Teacher Effectiveness Questionnaire (SPTEQ, Sprague, 2013). The respondents were 184 Grades 10 and 11 students in Lai Za High School and 220 Grades 10 and 11 students in Mai Ja Yang High School during the academic year 2017-2018. The research findings indicated that, in Lai Za High School, on average, Grade 10 students perceived their English teachers as neither effective nor ineffective, while Grade 11 students perceived their English teachers as effective. In Mai Ja Yang High School, both Grades 10 and 11 students, on average, perceived their English teachers as effective. Independent samples t-tests revealed that there were significant differences in Grade 10 and Grades 10 and 11 students’ perceptions of English teacher effectiveness between Lai Za High School and Mai Ja Yang High School, whereas no significant difference in Grade 11 students’ perceptions of English teacher effectiveness was noted between Lai Za High School and Mai Ja Yang High School.
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ItemCorpus Stylistics & Business Ethics: “Do The Executives Really Mean What They Say?( 2015-12) Namon JirasatapornNowadays, when everything ‘seems’ to be all about business; the word ‘business’ itself has inevitably connoted with unpleasant terms like ‘competition’ and ‘politics’. Together with that arise the issues of ‘trust’ and ‘ethics’. Can we believe what we see or hear? This paper looks into the style and analysis of business correspondence, particularly resignation letters. When a high-ranking executives leaves a company, the two standard phrases used as a face-saving measure for an executive or company in trouble are: “spending more time with family”; and “pursuing other interests” (Hefner, 2006). However, the recent resignation announcement of Google’s CFO, Patrick Pichette, has brought about a phenomenon in business world since it was regarded as “most unconventional leaving notice”. By using the real letters, authentic materials, which are designed for native speakers, will then become prominent in learning and teaching of writing skill, while at the same time integrate reading practice as well through the use of up-to-date happenings rather that textbooks conventionally.
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ItemEnglish language education in Thailand and AEC 2015( 2015) Rajeevnath RamnathThis paper will shed light on how Thailand, which is a key player in ASEAN should reposition itself to the English language and education needs of AEC 2015. I will provide a brief overview ASEAN 2015 and examine the current status of English language teaching in Thailand before considering the role of English in education. I will introduce the concept of English as a Lingua Franca (ELF) and point out the differences between the time honored tradition of using English as a Foreign Language (EFL) and English as a Lingua Franca (ELF) before calling for an overhaul of policies, methods, materials and testing which are essential for the nation’s success in ASEAN.
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ItemLearner autonomy assessment of English Language Teaching students in an international program in Thailand( 2021) Rosukhon Swatevacharkul ; Nida BoonmaThe objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand. Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.
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ItemLearner autonomy: attitudes of Graduate students in English language teaching program in Thailand( 2020) Rosukhon Swatevacharkul ; Nida BoonmaThe objective of this study was to explore the attitudes toward learner autonomy of graduate students in English Language Teaching (ELT) international program in Thailand. Attitudes toward definition and importance of learner autonomy, important persons in a learning process, and factors promoting and hindering autonomy development were explored. This study took a form of a qualitative research design using an open-response questionnaire to collect data from 23 participants from China, Myanmar and Thailand. The data were analyzed by thematic content analysis and four themes emerged: 1) Learner autonomy as technical, psychological, and political ability; 2) Perceived value of learner autonomy; 3) Importance of teacher and student in a learning process; and 4) Teachers as a major factor both promoting and hindering learner autonomy.
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ItemTeaching methodology for ESL students in Singapore( 2009) Pimporn ChandeeESL in Singapore is dominated by the complexity of her linguistic environment, identity, and the government's language policy. Since English is one of the official languages in Singapore, it is inevitable that English is used in everyday conversation. However, the cultural differences from the countries of the inner circle inevitably put pressure on inner circle linguistic norms. English must change when it arrives in the countries of outer circle such as Singapore. This trend is to meet the communicative needs of communities whose social structure involves very different priorities and preoccupations. The aim of this paper is to review English regional variation focusing on three main parts: codification of New English, communicative approach, and pedagogical implications. The discussion will be based on the perspectives of key stakeholders in Singapore such as ESL students, ESL teachers, government officers, and native speakers of English in Singapore. Both primary and secondary research were conducted with reference to current journals, dissertations, interviews and observations. A language achieves a genuinely global status when it develops a special role that is recognized in every country. This might seem like stating the obvious, but it is not, for the notion of 'special role' has many facets. To achieve a global status, a language has to be taken up by other countries around the world (Crystal, 2003).
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ItemTeaching writing by modeling genres through the teaching-learning cycle( 2009) Walter-Echols, ElizabethOver the last 60 years, the teaching of writing has gone through multiple metamorphoses, from being simply a way to reinforce grammar learning, to encouraging self-expression and the writer's composing process, to focusing on writing the genres of academia and the professions (Silva, 1990). Developed by teacher-researchers in the Hallidayan Systemic-Functional school of linguistics, a multi-step cycle-the 'Teaching-Learning' (Hammond, 1990) or 'Curriculum' (Rose, 2006) Cycle-provides a principled and practical way to teach school-age or adult ESL/EFL students to write the genres that they need in the "real life" of school or the workplace, or for "survival" in their country of immigration (Derewianka, 1990; Rose, 2006). After providing a brief history of writing pedagogy over recent decades and the background of the genre approach, this paper demonstrates how to use the Teaching-Learning Cycle to teach students to write to "Instruction" genre by modeling a very familiar text type, the recipe.
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ItemThe effect of autonomous learning process on learner autonomy of English public speaking students( 2020) Nida Boonma ; Rosukhon SwatevacharkulThe objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided.
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