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ItemApplying Active Listening Strategies in EFL: An Integrated Skill Approach( 2016) Sureepong PhothongsunanThis 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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ItemAuthorial Stances in Classroom Speeches: A Corpus-Based Study( 2016) Sarit SiribudCorpus-based studies have become increasingly popular among researchers in the field of linguistics and language studies, as they may shed light on language instruction and course designs (Conrad, 1999). Given this emphasis, a corpus-based analysis on stances (Hyland, 2005) in students’ classroom speeches has been employed. The analysis of a corpus of 104 undergraduate students’ speech transcriptions reveals that students employed authorial stances in their speeches. Such results, however, only suggest that these stances were used subconsciously by the students, given that they have never been introduced to such a concept. It is then suggested that the concepts of authorial stances be introduced to Thai students so they may employ these linguistics items on a more strategic level and become more competent speakers and writers of English.
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ItemCultural Isolation as Depicted in Anita Desai's Bye-Bye Blackbird( 2015) Ramnath SrinathAnita Desai’s Bye-Bye Blackbird,published in 1971, is a story mainly concerned with cross cultural human relationships. Dev and Aditand Sarah the British wife of Aditare the three major characters representing two sections of life. Adit, has ankinship to the western ways of life, especially, England, while Dev living in England, shows his revulsion towards the ways of European life and particularly of England. Sarah, Adit’sEnglish wife, even though Western and first world by birth, is portrayed by Desai as being weak, meek and docile.Adit, loves and longs to live in England but Dev loves India, while Sarah is caught in-between her natural self and her willing adoption of the foreign ways of life. The title of the novel refers to Adit’s final farewell to Asian immigrants in England when he leaves England to India for good. Since their background is rooted in the class society, which still exists in India and Hinduism in particular, there is an intense struggle; cultural conflict, isolation, immigration, exile etc. are common in twentieth century literature. Anita Desai has vividly depicted the predicament of expats and their life in a foreign country.
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ItemDelving into international students' attitudes to NESTs and NNESTs( 2017) Sureepong PhothongsunanThis 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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ItemEFL motivation through Vision: role-plays, narratives, projects and reading tasks( 2016) Sureepong PhothongsunanThis 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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ItemEFL Motivation through Vision: Role-plays, Narratives, Projects and Reading Tasks( 2016) Sureepong PhothongsunanThis 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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ItemEFL university teachers' professional development in the Thai context( 2018) Sureepong PhothongsunanThis 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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ItemEvaluating the evaluation: concerns about student evaluation of teaching( 2019) Arlan ParrenoIt is believed that students’ perception of how they are taught is essential in evaluating teachers for faculty development and personnel decision-making purposes. Thus, student evaluation of teaching, or SET, is a staple in educational institutions, especially in colleges and universities. There are, however, questions about the reliability and fairness of such practice. Many factors are perceived to influence student ratings of their teachers’ performance, and grading is a persistent concern. As results of such evaluations are commonly used for administrative decisions, such as for faculty promotions or salary adjustments, teachers are tempted to modify their behavior to obtain favorable ratings. It is therefore suggested that student evaluation of teaching be handled with care in terms of formulation and administration, and be used in conjunction with other methods in order to have a valid and reliable evaluation of teachers’ performance.
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ItemExamining Factors which Influence Repurchase Intention for Walk-in Customers at IKEA, Bangkok( 2015) Ramnath SrinathAs customers come from different organizations, the behavior of customers to spend money and buy more is different so, their satisfaction and intention to purchase will be naturally different. This research has the objective to study and examine the variables that influence customer satisfaction towards repurchase intention of walk-in customers at IKEA, Bangkok in order to enhance customer satisfaction towards repurchase intentions in the store The sample of this research consisted of 395 respondents, who participated in the survey; data was analysed by using a probability sampling method. The data, was collected from all walk-in customers of IKEA, through questionnaires, which were distributed by the researcher and the data so gathered was analysed by using SPSS program, to obtain accurate results. The results demonstrated that there was a strong positive relationship between independent factors (product feature, showroom layout, technical, marketing communication) and customer satisfaction towards repurchase intentions of walk-in customers at IKEA, Bangkok.
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ItemExamining University Students’ Language Awareness of Metalinguistic Knowledge in the Thai Context( 2015) Sureepong PhothongsunanThis 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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ItemLearners’ Attitudes towards Native and Non-native English Speaking Teachers in the EFL Context( 2016) Sureepong PhothongsunanThis 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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ItemLearning English of Thai tertiary students: from learners’ recounts and experiences( 2017) Sureepong PhothongsunanThis 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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ItemPerceiving native English speaking teachers: EFL university students’ perspectives( 2017) Sureepong PhothongsunanTo 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.
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ItemPhotojournalism: Journalistic Reality and Necessity( 2016) Kasbekar, SushamaAylan Kurdi, a three year old Syrian boy’s image carried on the front pages of newspapers and magazines in September 2015 was enough to stop the world in its tracks. It embodied the ravages of the Syrian war which has made headlines in newspapers and in the mass media in the past few years. Photo journalism is “Journalism in which written copy is subordinate to pictorial presentation of news stories or in which a high proportion of pictorial presentation is used, is broadly news photography” according to Miriam Webster’s dictionary. News photography sears, it captures reality. It is a necessity in this world which requires evidence and substantiation. This paper aims to study the photos related to the war in Syria; especially photos of Aylan Kurdi a three year old boy washed ashore while escaping with his family from Syria. The impact of these photographs on readers has been made through a qualitative study with in-depth interviews. The disturbing nature of the photographs, the knowledge about the war in Syria, the need and necessity of using of such photographs in media, feelings evoked, and the impact of the photographs by being shown on social media was gauged through a questionnaire and in-depth interviews.
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ItemRevisiting English learning in Thai schools: why learners matter( 2019) Sureepong PhothongsunanGiven the increased prominence of English as a language for international communication, a question arises whether to what extent Thai school students are equipped with adequate English proficiency to be viable and intelligible in their actual use of English. In this paper, instead of simply calling attention to new English teaching methods and possibly unique types of teachers, the writer argues that what may be in need concerns the ways learners of English are perceived and the way English learning is understood. It is therefore suggested that learners who are at the core of learning be heard comprehensively. Based on learners’ needs and interests, opportunities and insights to help Thai school English as a Foreign Language (EFL) learners to better develop their English skills can be had.
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Item‘River’ or ‘Liver’? Exploring the Intelligibility of Thai’s (Mis)pronunciation of English ‘r’ and ‘l’( 2014) Nussara Wadsorn ; Supakorn PanichkulThe establishment of ASEAN Community has in recent years brought about a number of studies related to English as a Lingua Franca (ELF). Most studies address the issues of mutual intelligibility of English used among the speakers in the Region, and those who will need to communicate with them. Jenkins, in 2000, proposed the Lingua Franca Core (LFC), i.e., the pronunciation features that are crucial for intelligibility required for effective communication. Included among those features are the correct pronunciation of all consonants except /θ/ and /ð/, and the initial consonant clusters. This study explores how Thai students in an international university characteristically mispronounce the ‘r’ and ‘l’ sounds, and how they are intelligible to listeners from certain ASEAN countries. Corresponding to Jenkins’ LFC scheme, the study reveals that pronunciation deviances of the two consonants can often lead to misunderstanding, and miscommunication eventually. The implications for ELF teaching are then discussed.
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ItemStudent response to written corrective feedback( 2014) Arlan A. ParrenoStudent response, in terms of attention/awareness, actions, and attitudes, to written corrective feedback (WCF) is believed to influence the effectiveness of such feedback. To determine how Thai university students respond to WCF and whether there were differences in their responses to three common types of WCF, a survey was conducted. Three sections of a foundation academic English course were involved, each receiving consistent focused WCF – one section with direct corrective feedback, another with indirect corrective feedback, and the third with coded corrective feedback – in their paragraph compositions throughout one semester. A questionnaire with items on attention/awareness, actions, and attitudes regarding the WCF they received was administered at the end of the semester. Findings indicate that students paid attention to/were aware of the WCF and that they acted in similar ways upon receiving their writings. They also had positive attitudes towards WCF. However, this study revealed that coded corrective feedback entailed a significantly higher level of attention/awareness and significantly more positive attitudes than the direct and indirect types. Although the findings may suggest that using coded corrective feedback is a better approach than direct correction or indirect correction, its efficacy on second language learning/acquisition needs further investigation.
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ItemTeachers’ conceptions of the CLT approach in English language education( 2020) Sureepong PhothongsunanThe communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation. It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.