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Now showing 1 - 5 of 27
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    Teachers’ conceptions of the CLT approach in English language education
    The 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.
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    Learning English of Thai tertiary students: from learners’ recounts and experiences
    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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    Revisiting English learning in Thai schools: why learners matter
    Given 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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    Thai university academics’ challenges of writing for publication in English
    This study examines challenges faced by Thai university lecturers with regards to publishing their academic works in English. 18 academics from two university settings in Thailand were involved in this investigation. The interviews were used to understand the lecturers’ perceptions of the issues in writing for scholarly publication in the English language. Particularly, the aim of the research sought to discover what hindrances Thai university academics experienced and how they handled them. In addition, their needs for successful publishing were explored. The findings revealed three salient emerging themes, including (1) the need for publication in English; (2) difficulties in writing in English; and (3) the need for strenuous research support. The study suggests that university lecturers need more encouragement and support to publishing their academic works as a means of securing professional development, enhancing research culture and maintaining and increasing the national and international reputation of the university along with quality assurance.
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    EFL motivation through Vision: role-plays, narratives, projects and reading tasks
    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.