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- PublicationPractical English Language Teaching: Young LearnersSinghasiri, Wareesiri (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2012)
- PublicationAn Evaluation of English Courses for Graduate Students of Thammasat UniversityViriya, Chorthip; Simasangyaporn, Nantikarn; Koowuttayakorn, Sichon (Language Institute, Thammasat University, 2012)The purpose of this study was to evaluate two English courses for graduate students: TU 005 and TU 006 at Thammasat University in the B.E. 2553 academic year (2010). The participants included two TU 005 lecturers, fifty-one TU 005 students, five TU 006 lecturers, and eighty TU 006 students. A questionnaire was used to collect information from the lecturers and students. The questionnaire probed the lecturers’ and students’ opinions on the learning and teaching environment and equipment, course content, lecturers, textbooks and supplementary worksheets, assessment and evaluation, the benefits of the course, plus their overall satisfaction with the course, the students or lecturers, and the textbook. The results revealed that both TU 005 and TU 006 students and TU 005 lecturers responded at the high level to all aspects; however, TU 006 lecturers responded at the high level to virtually all aspects except that they were satisfied with the textbook to some extent.
- PublicationEnglish as an International Language: Perspectives from Instructors in a Mainstream English ClassLaoriandee, Wutthiphong (Research Department, Chulalongkorn University Language Institute, 2012)English as an international language (EIL) has mainly been addressed by non-native world Englishes scholars to non-native English students. Studies on explicit instruction of EIL that emphasizes plurality of the language and culture, and communicative strategies toward different speakers have rarely been conducted in mainstream classes where the majority of the students are native speakers. This preliminary study, inspired by Smith's (1983) idea that EIL concepts be taught to everyone, including native speakers, investigates perceptions of instructors at Purdue University, who are mainly English native speakers and teach a course on speech communication (COM 114) to mainly native-speaker students. Together with analyses of the course textbook and course requirements, two multiple-choice questionnaires regarding perceptions on the English language and incorporation of EIL concepts in their COM 114 class were employed in this study. The results showed that the instructors were fairly receptive to EIL concepts and incorporated them when teaching at different extents, except for the concept of cultural norms, saw importance of communicative strategies and accepted other Rnglish varieties as long as intelligibility is ensured. The textbook was found to not embrace EIL concepts, while the course requirements showed small evidence of EIL concepts.
- PublicationClassroom Management TechniquesPuengpipattrakul, Walaipun (Research Department, Chulalongkorn University Language Institute, 2012)
- PublicationAnxiety in English Public Speaking ClassesPlangkham, Benjawan; Porkaew, Ketvalee (Language Institute, Thammasat University, 2012)English public speaking courses have long been offered to Thai EFL undergraduates; however, student anxiety is still a problem in these courses. This research aimed to investigate the level of anxiety at different stages of public speaking, which were pre-preparation, preparation, pre-performance and performance, among Thai EFL undergraduate students in English public speaking classes. The participants in this study were 208 undergraduate students from both private and governmental universities who completed a questionnaire. It was found that most students had different levels of anxiety in English public speaking courses. Nevertheless, the study results revealed that the highest level of anxiety was found in the performance stage of public speaking.
- PublicationLanguage for Specific Purposes (LSP) Web-based Assessment and the Speaking Performances of Two Ability GroupsPhaiboonnugulkij, Malinee; Prapphal, Kanchana (Research Department, Chulalongkorn University Language Institute, 2012)This study examines the validity and reliability of an Internet-integrated test to assess language for specific purposes (LSP) speaking abilities, and explores whether this test can identify differences in the students' abilities in three task types in the context of tourism in Thailand. The sample group was comprised of 120 third-year university students. A two-way ANOVA was conducted to explore the differences in the performances of the two ability groups in attempting the three test-task types. Content analysis indicated that the web-based speaking test in English for Tourism (WBST-EFT) was an effective assessment tool for a large number of students, and that it posed high content and construct validity, reliability, and practicality. The results showed that the test effectively identified differences in LSP speaking performances between the two ability groups across the three task tyoes in range, accuracy, complexity, and appropriateness of the LSP production, particularly in the content knowledge component. This insightful information should be used in future LSP curriculum development and assessment.
- PublicationUse of Instructing Strategies in Teaching Content Subject to Different Types of Learners: Regular Program and International ProgramsSrichat, Sritakan; Trakulkasemsuk, Wannapa (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2012)A huge increase in the numbers of international programs offered in Thai universities seems to be a common trend in Thailand. Presumably, the way in which international classes are conducted would be different from that in regular Thai classes. However, there seems to be very little knowledge of what really happens in those international classrooms compared to the Thai ones. Therefore, this paper aims to investigate the use of teaching strategies of a Computer Engineering teacher in teaching a content subject in a regular and an international program to see the similarities and differences of teaching strategies used. The subject of this study was a Computer Engineering teacher who taught Computer Architectures and Systems to third-year students in both regular and international programs at King Mongkut’s University of Technology Thonburi. The research instruments were video recordings and observation checklists. The results of the study indicate that there were five teaching strategies used in both classes: Lecture, Questioning, Discussion, Review, and Using Media. Using Media and Lecture were used as the main teaching strategies in both classes. Nevertheless, the proportion of the use of all strategies in both classes was not remarkably different. When considering the data from the video recordings, it is found that there are two factors that cause no difference in the use of the teaching strategies in both classes: (1) the nature of the two classes; (2) the content of the lectures.
- PublicationWhat Happens in PhD Supervision? Types and Frequency of Written FeedbacksReinders, Hayo; Cho, Minyoung; Lewis, Marilyn (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2012)Feedback to students, how to give it and how it is received, has been the focus of studies for some decades. However, the specialised field of giving feedback to postgraduate students and particularly in electronic form, has not received as much attention. The present study is based on feedback given to four candidates on three iterations of their PhD proposals. It examines the types and frequency of the different language functions the supervisor uses. The results show that there is significant variation in the types and range of feedback used. We discuss these results and their implications.
- PublicationThe Effects of the Genre-Based Approach on Engineering Students’ Writing AbilityChangpueng, Piyatida (Language Institute, Thammasat University, 2012)The present study aims at investigating the use of the genre-based approach (GBA) and its effects on the writing achievement and attitudes of Thai engineering students. The sample consisted of 40 fourth-year engineering students that were enrolled in an English for engineers course. The study subjects were divided into three groups (high, medium, and low) based on their pre-test scores. Three lessons directly related to writing content concerning engineering work (request e-mails, enquiry e-mails, and reports) were provided in 12 sessions. The post-test, attitude questionnaire, and interview were administered at the end of the experiment. The results of a one-way ANOVA analysis revealed that the writing ability of students in all three groups improved after the experiment with statistical significance. Regarding their attitudes, the findings showed that the students were satisfied with the teaching method, activities, and exercises. More importantly, they felt more confident in writing.
- PublicationSome Structure-Awareness Activities to Help Weak Learners of English Improve Their Structural KnowledgeBaw, San Shwe; Komolmas, Prathip M. (Assumption University, 2012)Not being able to construct structurally correct sentences is one of the major problems facing our students nowadays. Unless we teachers can help them overcome this serious problem with some effective methodology, our attempt to help them improve their proficiency in English, especially in writing skills, will not make much headway. Of the numerous ways that I have used to help my learners familiarize with English structures, the ones I am going to discuss in the article below have proved to be more effective without causing much boredom among the learners.
- PublicationDevelopment of English Reading Instruction by Using Critical Reading Techniques Based on Japanese Cultures for Technical Students in Tertiary levelAnuyahong, Bundit (Association of Private Higher Education Institutions of Thailand, 2012)The purposes of this research were 1) to develop and test efficiency of English reading instruction by using critical reading techniques based on Japanese cultures for technical students in tertiary level, 2) to compare the students' English reading achievement before and after using English reading instruction by using critical reading techniques based on Japanese cultures for technical students in tertiary level and 3) to survey the students' satisfaction toward the English reading instruction in 8 units. The subject consisted of 30 first year engineering students of Thai-Nichi Institute of Technology, Bangkok, during first academic year 2010. The instruments used for this experiment were 8 units of English reading instruction, the English reading achievement test, and a questionnaire was used for surveying the subjects' satisfaction on the efficiency of the constructed material. The experimental process and data collection were conducted as follows. The subjects were given a 30 item English reading achievement pretest. Then, the 8 units of English reading instruction by using critical reading techniques based on Japanese cultures were used for 16 class sessions in 16 weeks. After the completion of each unit, the English reading formative test was administered to measure the subjects' English reading achievement and a questionnaire was used for surveying the subjects' satisfaction on English reading instruction. The t-test was used to compare the subjects' English reading achievement before and after using English reading instruction by using critical reading techniques based on Japanese cultures for technical students in tertiary level. The average of the eight English reading formative test scores was compared with the posttest scores in order to determine the efficiency of the constructed materials. The mean and standard deviation of the questionnaire scores were used to measure the students' satisfaction toward the constructed materials.
- PublicationStrategies to Enhance the Teaching of Reading, Thinking and Writing SkillsEmond, Charles John; Komolmas, Prathip M. (Assumption University, 2012)This paper presents classroom methodologies using the whiteboard as a means of working with students on developing their writing skills. It also addresses reading, thinking and cooperative skills in a carefully mapped out and pedagogically grounded game which can be adapted for use at all levels of language instruction. Both of these methodologies include grammar and vocabulary building elements which can be expanded as deemed necessary. The paper concludes with two examples of the reading-based game ready for use by teachers.
- PublicationBoosting EFL Students’ Positive Attitudes toward Writing in English: The Role of Journal Writing with Peer FeedbackKulprasit, Watcharee; Chiramanee, Thanyapa; Komolmas, Prathip M. (Assumption University, 2012)Since students’ English writing ability improvement is influenced by their positive attitudes toward writing in English and vice versa (Petric, 2002), this paper pedagogically raises teachers’ awareness of the utility of journal writing, with peer feedback, to create EFL writing classes where students’ English writing ability development and their positive attitudes toward writing in English meet. The data was collected from the responses of 42 Mathayomsuksa 3 students at a secondary school in Thailand to the pre- and post- treatment attitude questionnaires. The findings indicated that the students had positive attitudes toward writing in English both before and after the treatment with a significant increase following the treatment. Their positive attitudes toward four aspects of writing in English were significantly boosted after the treatment: writing as a means of self-expression, the importance of learning to write in learning English, self-perceived writing ability, and self-satisfaction with English writing.
- PublicationA Course Evaluation of Foundation English Courses taught at the Language Institute Thammasat UniversityChuntharusmi, Israporn; Phettongkam, Husna; Chinthongprasert, Vivis (Language Institute, Thammasat University, 2012)This research paper aims to examine students’ and instructors’ opinions towards the 3 levels of foundation English courses taught at the Language Institute, Thammasat University in the academic year 2009. Statistical results yielded from instructors and students through the means of a questionnaire will be a valuable resource for the Language Institute to further develop foundation courses of use for all. Instructors and students were observed (observed how?) in the area of their opinions towards the physical learning, teaching environment and learning equipment, course content, textbook and supplementary worksheets, assessment and evaluation, benefits of the course and their satisfaction of the course. The population of this research involved all students taking foundation English courses conducted at the Rangsit campus in the 2009 academic year and 98 instructors. Results revealed that EL070, EL171 and EL171 students and instructors have high opinions on the physical and teaching environment and equipment, the textbook/ supplementary worksheets as well as assessment and evaluation. However, it is important to note that the students rated the opinion scale to be higher than the instructors in nearly all of the aspects.
- PublicationHidden Challenges that Radio DJs Present to ESL/EFL ListenersMoore, Stephen H; Carreon, Jonathan Rante (Language Institute, Thammasat University, 2012)Language learners can learn a lot by listening to radio broadcasts in the target language. With the spread of English worldwide through forces of globalisation, it is not uncommon for learners to have access to English language broadcasts from both local radio stations and international broadcasters such as the BBC. Language teachers often make use of radio broadcasts as sources of listening materials for their classroom activities. This paper considers one type of discourse commonly found in radio broadcasts yet rarely used as listening materials in language classrooms: DJ talk. For learners who spend hours listening to the radio, it is often DJ talk that interests them most. Such talk, therefore, merits closer consideration both as a discourse type, and as a suitable source of teaching materials. In particular, DJ talk can help learners develop critical listening skills, an important yet underdeveloped area of ESL/EFL teaching and learning. Using Goffman’s (1981) theoretical framework for analysing radio talk, this paper explores the discourse of DJs and some consequent implications for language teachers.
- PublicationEffects of Listening Supports on Listening Performance of Thai First-Year University StudentsSaengsri, Punyapa; Prapphal, Kanchana (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2012)This study aimed to investigate the effects of three forms of listening supports on the listening performance of Thai first-year students at King Mongkut’s University of Technology Thonburi. The subjects were 180 first-year students at KMUTT. They were divided into three groups of high and low English ability. There were, therefore, six groups, i.e. three groups for each ability level, namely three groups for 1) High Question Preview, 2) Low Question Preview, 3) High Vocabulary Preview, 4) Low Vocabulary Preview, 5) High Repeated Input, and 6) Low Repeated Input. 3x2 ANOVA was employed to analyze the data. The findings revealed that 1) listening supports significantly affected the listening performance of Thai first-year students. Repeated Input is the most effective listening support and Vocabulary Preview is the least effective; 2) the levels of English ability also significantly affected the listening performance of the students; 3) however, no interaction effect was found. The findings suggest that providing listening supports has an effect on students’ performance. The opportunity to listen to the listening text more than once enhances the listening performance of students, but providing vocabulary support would not produce immediate effects on test-takers’ listening performance.
- PublicationAn Evaluation of English for Specific Courses Offered by the Language Institute of Thammasat UniversitySoontornwipast, Kittitouch; Sappapan, Pattama; Mongkolhutthi, Preechaya; Chaengchenkit, Rangsiya; Chaokongjakra, Wimonnit; Tangkiengsirisin, Supong (Language Institute, Thammasat University, 2012)This study aimed to investigate the opinions and satisfaction of instructors and students at the Language Institute of Thammasat University regarding the English for Specific Purposes (ESP) courses offered by the Institute. Questionnaires on 26 ESP courses were completed by the participants. The results revealed that both the instructors and the students were very satisfied with all aspects of the courses, including physical learning and teaching environment, course content, textbooks and supplementary worksheets, assessment and evaluation, and benefits of the course.
- PublicationApplication of the principles of design in the new media environments for learners of English as a second or foreign languagePalungtepin, Mattanee (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2012)This paper investigates the application of design principles from the fields of graphic and industrial design for the development of language learning materials for learners of English as a second or foreign language. Since the issues regarding an object’s characteristics in terms of its function, appeal, and the message conveyed through the object’s design are addressed adequately in graphic and industrial design, discussion of the principles in these fields potentially provides useful implications for the investigation of language learning tools, especially in the age of new technologies. In fact, scholars in the field of language and literacy (e.g., Kress, 2003; the New London Group, 2000; Shetzer & Warschauer, 2000) have already adopted some concepts related to the realms of design to the discussion of new literacy since the value of the visual is growing with the digital age. In this paper, these relevant concepts are explored more from the interdisciplinary viewpoint. The design principles, namely the theory of affordances, aesthetic principles, and the principles in combining design elements are discussed in relation to concepts in second language acquisition and new literacy. The purpose is to gain a more profound understanding of the nature of language learning materials and provide important considerations for designing, selecting, or using these tools to facilitate English language development.
- PublicationUsing Positive Psychology Exercises in the ESL Classroom to Improve Student Well-beingMcDonald, Ian T. (Research Department, Chulalongkorn University Language Institute, 2012)
- PublicationBook Review: Vocabulary Matrix: Understanding, Learning, TeachingPhoocharoensil, Supakorn (Language Institute, Thammasat University, 2012)