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Browsing การสอนภาษาอังกฤษ by browse.metadata.researchtheme1 "อื่นๆ (Others)"
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- PublicationEFL Teachers' Job Satisfaction and Burnout in IranSoleimani, Maryam; Bolourchi, Amin (Research Department, Chulalongkorn University Language Institute, 2021)This study was an attempt to examine the relationship between EFL (English as a Foreign Language) teachers' job satisfaction and burnout in public schools and private institutes in Iran. Participants in this study were 120 EFL teachers (60 from public schools and 60 from private institutes) in Urmia, Iran. The researchers administered Ho and Au's (2006) job satisfaction questionnaire and Maslach, Jackson, and Leiter's (1996) burnout questionnaire, containing 22 items each, to measure the teachers' job satisfaction and burnout levels, respectively. Having collected the quantitative data, the researchers interviewed 10 participants to find out the sources of teachers' job dissatisfaction and burnout. The results showed a significantly negative relationship between EFL teachers’ job satisfaction and burnout in both contexts, i.e., public schools and private institutes. Moreover, teachers in public schools enjoyed more job satisfaction and less job burnout compared to teachers in private institutes. Furthermore, the findings of the interview unveiled 8 main sources of teachers' job dissatisfaction and burnout. The results are discussed in relation to effective guidelines for teachers in public schools and private institutes in EFL context
- PublicationExpatriate Native English Speaking Lecturers in a Thai University Context: Privileged or Underemployed?Mongkolhutthi, Preechaya (Language Institute, Thammasat University, 2022)This case study explores the working condition of expatriate native English speaker lecturers at a higher educational institution in Thailand regarding the extent of their workplace support and how they perceive the support given. Primary and secondary data from expatriate lecturers (n=8) and administrators of the context (n=4) demonstrate that being an ideal model for language production does not always make native English speaker lecturers a more privileged professional group than non-native speakers. The findings also point to the risk of their underemployment in three aspects: quality of their professional learning and teaching, support system, and sustainability. The expatriate participants reveal that the potential underemployed work conditions are in line with their expectations. It could be concluded that it is not only the policies that determine the working conditions and the lecturers’ opportunities for involvement in the organization’s policy consideration but also the lecturers who have chosen to disengage.
- PublicationFrom Experience to Classroom Activities: Preparing EIL Hosts for Visitors to ThailandLaoriandee, Wutthiphong (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)Through the lens of English as an International Language (EIL), this study investigates experience and linguistic challenges university students and tour guides in Thailand have when hosting foreign visitors, and how those challenges can be addressed in classroom activities. A questionnaire was distributed to 113 university students and 70 tour guides. Additionally, interviews with seven students and two tour guides were employed for data triangulation. It was found that the participants most frequently took visitors to historical places and had problems with specialized vocabulary and Thai culture-specific words. Visitors’ accent also hindered the success in hosting visitors. A two-hour session incorporating EIL tenets of communication strategies and inter-cultural sensitivity that addressed vocabulary problems was implemented with 26 students. This study is hoped to provide insights into real experience and commonly found linguistic problems for visitor hosts. This can lead to informed decision of English for Tourism course designers and teachers. Downloads
- PublicationRedesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?Kirkpatrick, Andy; Singto, Sayamon (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2014)It is now well-attested and understood that the use of English as a lingua franca is a major, if not the major, role of English in today’s world. In Asia alone, it has been estimated that there are nearly one billion users of English. All ten countries comprising the Association of South East Asian Nations (ASEAN) ratified the ASEAN Charter in February 2009. The Charter officially identifies English as the sole working language of the organization. In this article I shall consider the implications of the development of English as a lingua franca in East and Southeast Asia with a focus on two specific issues: first, what are the implications of English as an Asian lingua franca for the teaching of English, especially given that English now operates in many non ‘Anglo-cultural’ contexts in settings in which so-called native speaker are absent; and second, what are the implications for the linguistic ecology of the region with the continuing use of English as a lingua franca? Will we see the maintenance or demise of local languages?
- PublicationThai PhD Students and their Supervisors at an Australian University: Working Relationship, Communication, and AgencyNomnian, Singhanat (Research Department, Chulalongkorn University Language Institute, 2017)PhD supervision is crucial for higher degree research students in western academic contexts. Despite an increasing body of literature regarding the international student-supervisor relationship, Thai students in Australian higher education are under-represented. This qualitative study aims to explore discursive practices that impact on Thai students‘ experiences taking place during the course of their PhD supervision in an Australian university. Drawing upon interview transcripts, it was found that Thai students‘ working relationship and communication with their supervisors, as well as their exertion of agency were interconnected and addressed as key practices underpinned by the relationship between these two parties. The complexity of PhD supervision requires an open dialogic and culturally appropriate pedagogical engagement to lessen implicit tensions between international students and supervisors. Supervisors need to consider students‘ prior learning experiences and cultural baggage through culturally sensitive supervision. Non-native-Englishspeaking (NNES) international PhD students‘ academic and sociocultural orientations regarding the implications of the supervisor-supervisee relationship, academic English proficiency development, intercultural communications, western academic norms and expectations, and coping strategies with supervisors‘ feedback should be adequately promoted. The study highlights the importance of the international student-supervisor relationship for their PhD achievement and satisfaction in Australian higher education.
- PublicationViews of Summer TEFL Postgraduate Students and their Supervisors on the Practice of Thesis Supervision in the Ethiopian ContextTeklesellassie, Yinager (Research Department, Chulalongkorn University Language Institute, 2019)The purpose of this study was to explore the views of postgraduate students and their thesis supervisors on the practice of thesis supervision in the Department of English Language and Literature found at an Ethiopian university. The participants of the study were twenty-seven master‘s students studying the teaching of English as a foreign language (TEFL) and eight of their thesis supervisors. A questionnaire consisting of seven open-ended items and one closed-ended item was used to collect data from the students while a semi-structured interview was used with the supervisors. Frequency count and percentage were used to analyze the data from the closed-ended items of the questionnaire whereas the data from the open-ended item in the questionnaire and the interview were analyzed qualitatively. The findings showed that the supervisors focused on helping their supervisees with methodology and correcting typos. Consequently, most thesis supervisors neglected to support their supervisees in developing a theoretical framework. The findings also indicated that more than half of the supervisees did not frequently receive feedback from their supervisors. Some supervisees also said that they did not have good relationships with their supervisors. However, the results from the analysis of the interviews with the supervisors indicated that the supervisors believed that they had amicable relationships with their supervisees and that they provided adequate feedback. Some supervisors also admitted that the theoretical framework was overlooked by many supervisors in their supervision of TEFL master‘s students. Finally, conclusions are drawn and recommendations made for further research in the area.
- PublicationWhat Goes on Beyond the Closed Doors: Voices from LGBTQ EFL StudentsHongboontri, Chantarath; Duangsaeng, Warangrut (Language Institute, Thammasat University, 2022)This study examines LGBTQ undergraduate students’ perceptions of their English as a foreign language (EFL) classroom climate. With a snowball sampling technique, the researchers went into one university in Thailand and gathered data from 12 self-identified LGBTQ students to learn about their perceptions of their EFL classroom atmosphere in terms of their EFL teachers, their classmates, their subject matter, and their classroom environment. Findings revealed positive classroom climate perceptions for these participating LGBTQ students and showed significant relationships between classroom climate and their EFL teachers and classmates. Nonetheless, some participants did not feel as safe in a university. They reported their experiences of some forms of bullying such as name-calling and disapproving stares. Their concerns provided evidence for university officials to potentially designate a space particularly for LGBTQ students.