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Browsing การสอนภาษาอังกฤษ by Author "Adunyarittigun, Dumrong"
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- PublicationAn Initial Development of an Analytic Rubric for Assessing Critical Thinking in English Argumentative Essays of EFL College StudentsNakkaew, Nattawut; Adunyarittigun, Dumrong (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2019)This study aims to initially develop a Critical-Thinking-in-Argumentative-Essay Rubric (CTER) for EFL college students. Participants of this study were five experts and two groups of raters. Data sources included the experts’ validation survey for the CTER, interviews and writing samples. Three phases for developing the CTER were conducted, and the evaluative descriptors of the rubric were revised based on the experts’ comments. To complete the initial development of the rubric, the raters and the first researcher used the CTER to evaluate the writing samples. The scores obtained from the evaluation were analyzed to examine the inter-rater reliability of the rubric. The findings showed that the CTER contained six clear and valid domains for assessing critical thinking in argumentative essays of EFL students. The total scoring results from the six domains achieved a moderate inter-rater reliability with ICC of 0.70 and Kendall’s W of 0.5 (p < 0.05). The raters perceived that the CTER could be used to promote learning and critical thinking of EFL learners. Pedagogical implications were presented based on the findings.
- PublicationBehind the Scores: In Search of the Predictive Validity of O-NET Scores to Academic Achievements of English Major StudentsPensiri, Aratchaphorn; Adunyarittigun, Dumrong; Zilli, Pattamawan Jimarkon; Osatanad, Varisa (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2019)Ordinary National Educational Test (O-NET), a high-stakes test, is used for the purpose of accountability in Thai educational system, evaluating academic performance of students and a gate-keeper to recruit prospective candidates into certain programs of universities in Thailand. Even though the test has been widely used to serve the latter, there is a need for empirical evidence to prove its predictive validity and to investigate lecturers’ attitude towards the O-NET. This study investigated 1) the relationship between O-NET scores and academic achievements, 2) its predictive validity and 3) lecturers’ attitudes towards the use of the O-NET for recruiting students into an English major program of a public university in Thailand. The samples were the O-NET scores in foreign language (English) and academic achievements from academic years 2010 to 2014. Nine lecturers were purposively selected to participate in the semi-structured interview. The resuts demonstrated that the O-NET score was related to academic achievements and could predict academic achievements of English major students. Moreover, the lecturers believed that the O-NET was an effective instrument for recruiting students to English major program.
- PublicationBuilding a Culture of Peace through Critical Literacy with the Net GenerationAdunyarittigun, Dumrong (Research Department, Chulalongkorn University Language Institute, 2017)Conflicts and violence either inside or outside the classroom can affect the quality of learning within the classroom. Critical literacy is proposed as a strategic instructional practice which aims at teaching a nation‘s citizens to be literate and raising their critical and social consciousness (Freire, 2007). This paper suggests how teachers, as intellectual labor (Smyth, 2011), can implement a critical literacy framework to build a culture of peace in a reading class where students hold different 'taken-for-granted' ideologies of being 'us' and 'them'. It also proposes how Net Generation students in our EFL classrooms can make a significant contribution to the transformation of conflicts and violence stemming from divisions, hierarchy of differences and inequalities of the society into peace.
- PublicationDeveloping a Scale to Measure Reader Self-Perception for EFL StudentsAdunyarittigun, Dumrong (Research Department, Chulalongkorn University Language Institute, 2015)The development of a scale for measuring selfperception for readers of English as a foreign language is discussed in this paper. The scale was developed from the four dimensions of self-efficacy theory proposed by Bandura (1977a): progress, observational comparison, social feedback and physiological states. A 36 item scale was developed to measure the four dimensions. Five hundred and fourteen Thai EFL students at the college level completed the scale. Factor analyses and item-total correlations indicated that most of the items best defined their own constructs. Cronbach’s alpha internal reliabilities also indicated a strong coherence of the items in measuring their proposed dimensions. Students’ achievements in reading and writing in English are correlated with the scale. Regression analyses showed that the SelfPerception Scale for Readers of English as a Foreign Language (SPSREFL) is a significant predictor for students’ reading achievement.
- PublicationHarnessing the Power of K-W-L to Help Struggling EFL Readers Become Strategic ReadersAdunyarittigun, Dumrong; Pidchamook, Wichaya (Research Department, Chulalongkorn University Language Institute, 2013)This study aimed to investigate the effects of KWL to help struggling college EFL readers to read informational texts. Thirteen Thai college second-year students received instruction on how to use KWL through a process of teacher modeling. They were engaged in activating their background knowledge and interest, generating their own questions, and discussing the texts with peers and teachers before, during and after reading. Four reading tests and interviews were used to investigate the students‘ reading performance. The results revealed that the struggling readers did improve their reading performance over time and had active engagement in reading the informational texts. They also gained more confidence in their own reading. Implications of this research include explicit instruction of the KWL method with an emphasis on its value and utilizing students‘ first language as a mechanism for discussing and expressing students‘ understanding of the texts.
- PublicationIn the Right Place at the Right Time: Asian English Accents in a Listening Test for Healthcare ProfessionsSuebsook, Khwanchanok; Adunyarittigun, Dumrong (Research Department, Chulalongkorn University Language Institute, 2016)The rise of medical tourism and the increasing number of international patients from Asian countries have led Thai healthcare professionals to serve a lot of Asian patients and to encounter a complexity of language use in their workplace. There is a necessity for these professionals to strive for an understanding of Asian accents spoken by the patients in order to ensure successful communication and subsequently to best provide them with highquality medical services. Therefore, the ability to understand Asian accents has become necessary for healthcare professionals. To enhance test validity and authenticity and promote beneficial washback, English proficiency tests used in healthcare professions should include a variety of Asian English accents. Unfortunately, these tests limit accents to the inner-circle varieties. With a high tendency of encountering Asian speakers, it seems unreasonable to ignore Asian English accents and expose healthcare personnel to the inner-circle varieties only in listening tests. Thus, the inclusion of Asian English accents in a listening test for healthcare professions is significantly needed. This paper mainly discusses the rationale for incorporating Asian English accents as test input and addresses methodological concerns in the development of a listening test with various accents.
- PublicationInvestigating Washback Effects on Teaching: A Case Study of An Exit Examination at the Higher Education LevelAthiworakun, Chuenjit; Adunyarittigun, Dumrong (Language Institute, Thammasat University, 2022)In Thai contexts, studies on washback effects of high-stakes tests have been investigated extensively at the high school level. However, little is known about the occurrence of washback effects of high-stakes tests on teaching at the higher education level. This study aimed to investigate the washback effects of the Srinakharinwirot University Standardized English Test (SWU-SET), which is implemented as an exit examination for undergraduate students at a Thai public university in Thailand, on teaching English. The research question was: What are the washback effects of the SWU-SET on teaching? A mixed-methods design was employed to answer the research question. In total, 25 university teachers completed the teacher questionnaire, five of whom were purposively selected to be the informants. The main findings show that the SWU-SET induced the teachers to put their effort into helping students achieve the course objectives and the test objectives. The findings reveal that the SWU-SET and its underlying concept allowed the teachers to make connections between teaching, learning, and assessment. This study suggests that teachers should be aware of the importance of making connections between curriculum, teaching, learning, and tests in their teaching routines.
- PublicationThe Development of an Online Reader Self-Perception Scale for EFL University StudentsPoomarin, Wanpen; Adunyarittigun, Dumrong (Research Department, Chulalongkorn University Language Institute, 2020)Self-perception, which mediates between knowledge and behavior, increasingly plays an important role in the determination of the ability to comprehend and respond to information on the Internet. Teachers need to gain insights about how EFL readers feel about themselves as readers in the Internet-based learning environment. There is a critical need for appropriate instruments to provide such information. This study was aimed at developing a scale to measure self-perception of online reading for EFL students at the university level. The scale was refined and validated through multiple procedures: interview, experts‘ validation, and observation through the think-aloud method before being administered to Thai university students. The exploratory factor analysis showed that the existence of two dimensions represented the clearly interpretable relationship and the identification of each dimension. Cronbach‘s alpha internal reliabilities also indicated a strong coherence of the items on each dimension. The results show that the final scale was constructed with two components – Social Reference and Self-Reflection, in which the first scale included four constructs: Performance Accomplishment, Physiological States, Social Feedback, and Vicarious Experience. Implications for pedagogical practices, limitations of the study, and suggestions for future research are presented.
- PublicationThe Reciprocal Teaching Procedure: An Alternative Reading Instruction that WorksTolongtong, Nikom; Adunyarittigun, Dumrong; Dumrongsiri, Nuchada (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2020)The Reciprocal Teaching Procedure (RTP) has been proven to be effective for helping first and second language readers improve their reading. To date, no empirical study has determined whether the RTP could be effective for improving EFL high school students’ reading performance. The purpose of this study was to investigate the effects of the RTP on Thai high school students’ English reading performance in responding to text-explicit, text-implicit and script-implicit questions and their attitude towards the RTP. The participants were 44 tenth grade students studying at a high school in Northern Thailand. They received a fifty-minute-training session twice a week for 14 weeks and were measured for question response accuracy using six reading performance tests. An attitude questionnaire and interviews were conducted after the intervention. The data from the reading tests were analyzed using multivariate analysis with testing time as the repeated dimension. The results indicated that the RTP appeared to positively affect Thai high school students’ English reading performance in responding to text-explicit, text-implicit and script-implicit questions. The questionnaire and interview results demonstrated that the RTP helped improve their reading performance and that the students had positive attitudes towards the RTP.