ภาษาอังกฤษ : English

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A Framework of Reference for English Language Education in Thailand (FRELE-TH) ― based on the CEFR, The Thai Experience
Hiranburana, Kulaporn; Subphadoongchone, Pramarn; Tangkiengsirisin, Supong; Phoocharoensil, Supakorn; Gainey, Jaroon; Thogsngsri, Juthamas; Sumonsriworakum, Piyaboot; Somphong, Monnipha; Sappapan, Pattama; Taylor, Pimsiri (Language Institute, Thammasat University, 2017)
This paper discusses the development of the ten-level framework of English for Thailand based on the Common European Framework of References for Languages (CEFR). This includes the steps involved, namely, the rationale, the drawing of the descriptors and their components, the focus group meetings with the stakeholders and the expert verification, the public hearing and the endorsement of the responsible institution. The discussion also focuses on the use of the framework for the English proficiency standards of academics and professionals for Thailand.
An Initial Development of an Analytic Rubric for Assessing Critical Thinking in English Argumentative Essays of EFL College Students
Nakkaew, 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.
Are Analytic Assessment Scales More Appropriate than Holistic Assessment Scales for L2 Writing and Speaking?
Thomas, Nathan (Research Department, Chulalongkorn University Language Institute, 2020)
Classroom assessment practices can be confusing for many teachers. Terminology is numerous and elusive. Different types of assessment serve different purposes. This short discussion paper’s contribution originates from my own attempt to determine whether analytic scales would be more appropriate than holistic scales for assessing the L2 writing and speaking of young adults in classroom settings. A scoping search and subsequent review of the relevant literature seems to demonstrate that analytic scales tend to be more precise than holistic scales. If the purpose of the assessment is to provide feedback for learning, analytic scales are more appropriate. Conversely, holistic scales are acceptable if the assessment is not intended to provide implications for improvement. To expand on these general statements, this paper first discusses terminology necessary to understand academic texts on assessment and assessment scales. It then discusses the assessment of writing as performed by teachers, followed by the assessment of speaking performed by both students and teachers, focusing on a small number of studies selected for their relevance and applicability to practice. I hope this paper serves its ‘idea sharing’ purpose by providing a gentle introduction to the discussion of assessment for teachers with little to no experience in this area.
Assessing English Learners in U.S. Schools
Sukpan, Pornchanok (Research Department, Chulalongkorn University Language Institute, 2014)
Assessing Students’ Pronunciation: Voices from Native English Teachers (NETs) and Non-native English Teachers (NETs)
Valentinov, Valentin; Sojisirikul, Phanitphim (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2017)
This research study investigates and compares the operational criteria of three native English teachers (NETs) and three non-native English teachers (NNETs) when assessing English pronunciation of Thai learners. Supposedly, all six participants had already developed their own criteria of evaluating and grading pronunciation by the time the research study was completed. The main research instrument used throughout the study were individual semi-structured interviews conducted with all participants. The findings revealed that both NETs and NNETs considered intonation/rhythm, stress and grammar important aspects and features of pronunciation in English. Nevertheless, the findings illustrated that NNETs also considered other non-pronunciation features per se, such as visual clues, which according to them played a contributory role in terms of how the message is being delivered to the listener. In this regard, NNETs assessed students’ pronunciation on a broader level or more holistically than their native counterparts and most of them included overall intelligibility as a separate category throughout their assessment practices. According to them, successful communication thus takes place in the presence of other non-verbal clues or paralinguistic features of human behaviour, such as body language, eye contact, facial expressions, voice and gestures amongst others, which go hand-in-hand with pronunciation and largely contribute to the clarity of the message being conveyed.
Assessing the Depth and Breadth of Vocabulary Knowledge with Listening Comprehension
Teng, Feng (Research Department, Chulalongkorn University Language Institute, 2014)
This study was inspired by Qian (1999) and Stæhr (2009) and researched 88 Chinese learners who had already passed the College English Test 4 (CET). These learners volunteered to participate in the study regarding the depth and breadth of vocabulary knowledge and its relationship with listening comprehension, which was assessed by analyzing the results of a series of comprehensive tests including the vocabulary size test (VST), depth of vocabulary knowledge (DVK), and listening comprehension test (LCT). The findings suggested that a vocabulary level of 5,000 word families had a higher correlation with academic listening comprehension (r=0.86), while a vocabulary level of 3,000 word families had a lower correlation with a lower listening comprehension (r=0.41). This is evidence that outstanding listening scores require a larger vocabulary size than does reading. This study also showed that the depth of vocabulary knowledge provided a higher correlation (r=0.91) with listening comprehension and a higher predictive power in listening comprehension than the breadth of vocabulary knowledge. A multiple regression analysis was used, and the R2 change was 2.6% when adding DVK to VST, which demonstrated that the depth of vocabulary knowledge had a significant predictive power on the scores of listening comprehension. This showed that attention should be paid to this area, with teachers as well as learners, in China as well as in other EFL contexts in future teaching and learning of listening comprehension.
Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge
Teng, Feng (Research Department, Chulalongkorn University Language Institute, 2015)
This study is an attempt to explore the correlation between direct and indirect vocabulary learning strategies along with the depth and breadth of vocabulary knowledge. To this end, a sample of 145 low proficiency students who learn English as a Foreign Language (EFL) completed a questionnaire concerning vocabulary learning strategy use. Vocabulary Levels Test (Schmitt et al., 2001) and Word Associates Test (Read, 1993; 2004) were administered to measure the breadth and depth of lexical repertoire respectively. The results indicated that (a) direct strategies were frequently used by EFL students (except for direct cognitive analyzing strategy), and (b), indirect strategies were less frequently used strategies. Participants’ scores in strategy use were correlated significantly and positively with breadth and depth of vocabulary knowledge. However, indirect strategy use had a higher level of correlation with two dimensions of vocabulary knowledge, implying that EFL students with a higher level of depth and breadth of lexical repertoire tended to use strategies that are more indirect. This highlights the importance of indirect strategies, e.g., self-planning, self-monitoring, and self-evaluating. These and other relevant pedagogical implications were discussed.
Assessment in a Cooperative Learning Class
Tamah, Siti Mina (Research Department, Chulalongkorn University Language Institute, 2014)
Assessment in Thai ELT: What do Teachers Do, Why, and How can Practices Be Improved?
Todd, Richard Watson; Pansa, Duangjaichanok; Jaturapitakkul, Natjiree; Chanchula, Nawiya; Pojanapunya, Punjaporn; Tepsuriwong, Saowaluck; Towns, Stuart G.; Trakulkasemsuk, Wannapa (Language Institute, Thammasat University, 2021)
English language education in Thailand is rated poorly internationally and needs improvement. Research identifying the reasons for the l highlights assessment as a key concern since assessment has washback effects on learning. However, little is known about the assessment practices teachers use. This paper has three goals: to identify the assessment practices used, to identify the reasons underlying teachers’ decisions about assessment, and to promote assessment practices likely to have positive washback. A survey of 329 teachers found that two-thirds of students’ scores came from tests, but that all teachers used some form of continuous assessment. From interviews with 29 teachers, teachers used tests to reduce their workload and to prepare students for the national ONET exams, while using continuous assessment to motivate students and to prepare them for real-world uses of English. Based on evidence that continuous assessment is more likely to promote positive washback, 303 assessment activities designed by teachers were analyzed for potential benefits. Rating the activities on five criteria, 39 assessment activities with potential positive washback were identified, designed into attractive formats, and disseminated to teachers. Using these activities with positive washback is likely to have beneficial effects on English language education in Thailand.
Assessment Myths
Limgomolvilas, Sasithorn (Research Department, Chulalongkorn University Language Institute, 2015)
Assumptions on Plausible Lexical Distractors in the Redesigned TOEIC Question-Response Listening Test
Taladngoen, Unaree; Esteban, Reuben H. (Language Institute, Thammasat University, 2022)
Distractors in tests are included to divert attention away from correct answers choices. Knowing what types of distractors commonly appear in tests will benefit test takers as they can prepare themselves beforehand. Therefore, this qualitative study was aimed at making assumptions on plausible lexical distractors which are expected to appear in the TOEIC Question-Response listening test. The data under analysis were 300 items from the TOEIC Question-Response listening practice tests published by two internationally well-known publishers. With the aid of thematic analysis, the findings revealed that the three most commonly plausible lexical distractors were repeated words, similar-sounding words, and word associations, followed by homonyms, overlapping words, derivational words, and homophones, respectively. The two least frequently used lexical distractors were synonyms and antonyms. Based on the findings in the present study, the authors suggest integrating both explicit and implicit listening instructions to enhance EFL students’ linguistic and non-linguistic knowledge to avoid being confounded by these lexical distractors in the listening test. Explicit listening instruction can include simple and comprehensible bottom-up activities, such as dictation, macro listening, and narrow listening. In addition, extensive listening through implicit listening instruction can enhance students’ listening fluency and familiarity with fluent English speakers’ natural speech.
Behind the Scores: In Search of the Predictive Validity of O-NET Scores to Academic Achievements of English Major Students
Pensiri, 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.
Building an Initial Validity Argument for Binary and Analytic Rating Scales for an EFL Classroom Writing Assessment: Evidence from Many-Facets Rasch Measurement
Khamboonruang, Apichat (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2022)
Although much research has compared the functioning between analytic and holistic rating scales, little research has compared the functioning of binary rating scales with other types of rating scales. This quantitative study set out to preliminarily and comparatively validate binary and analytic rating scales intended for use in formative assessment and for paragraph writing assessment in a Thai EFL university classroom context. Specifically, this study applied an argument-based validation approach to build an initial validity argument for the rating scales with emphasis on the evaluation, generalization, and explanation inferences, and employed a many-facets Rasch measurement (MFRM) approach to investigate the psychometric functionalities of the rating scales which served as the initial validity evidence for the rating scales. Three trained teacher raters applied the rating scales to rate the same set of 51 opinion paragraphs written by English-major students. The rating scores were analysed following the MFRM psychometrics. Overall, the MFRM results revealed that (1) the rating scales largely generated accurate writing scores, supporting the valuation inference, (2) the raters were self-consistent in applying the rating scales, contributing to the generalization inference, (3) the rating scales sufficiently captured the defined writing construct, substantiating the explanation inference, and (4) the binary rating scale showed more desirable psychometric properties than the analytic rating scale. The present findings confirm the appropriate functioning and reasonable validity argument of the rating scales and highlight the greater potential of the binary rating scale to mitigate rater inconsistency and cognitive load in a formative classroom assessment.
Considerations in Performance-based Language Assessment: Rating Scales and Rater Training
Chinda, Bordin (Research Department, Chulalongkorn University Language Institute, 2013)
Performance-based assessment has gained more attention from ELT practitioners since the actual performances produced by students are evaluated in this type of assessment. However, the assessment of students’ performances involves more complicated procedures when compared with more traditional testing methods. This paper, therefore, points out crucial considerations in adopting this type of assessment in a language class. First, the article introduces the concepts of performance-based language assessment and its major characteristics. Then, the two main characteristics: rating scales and rater training are discussed. In the rating scales section, different types of rating scales, as well as approaches in developing rating scales, are explored with the emphasis on the scales used for assessing writing. Finally, the paper presents the roles of rater training in performance-based assessment and how to conduct such training.
Considerations of Construct Validity in Language Testing Context
Chuanchaisit, Suttinee; Singto, Sayamon (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2013)
This paper aims to describe clear concept of construct validity and its relevance, focusing on language testing context. The major contribution is to clarify the characteristics of construct validity and explain it in a straightforward way leading to the derivation of an acceptable and workable conceptual scheme with practical implications. Messick's (1989) theory of test validity, particularly the unified view of construct validity, is profoundly influential in part because it brings together disparate contributions into a unified framework for building validity arguments. Two major discussions were provided, the first being more straightforward and including a discourse on several ways of thinking about the ideas of validity, and notions of construct validity. Here, construct validity is seen as the overarching quality with all of the other measurement validity labels falling beneath it. The second, an elaboration on the expansion of the unitary concept of construct validity. Finally a synthesis of ideas is presented through a conceptual framework demonstrating the similarity between construct validation procedures taking place in operational and in a language testing contexts.
Content Video in a Low-stakes Listening Test: EFL Learners’ Perceptions of the Video Input and Strategy Use
Tanewong, Sukanya (Research Department, Chulalongkorn University Language Institute, 2013)
This article reports the findings of an investigation into the perceptions of EFL learners regarding video input used in a listening test and the strategies they employed during the comprehension process. Content videos composed of TV commercial messages (TVCMs) and public service announcements (PSAs) were used as the listening texts and question preview, along with repeated input, were embedded in the test design. Forty-three EFL learners took the test and expressed their opinions about it via questionnaire. Twenty students were then purposively selected for retrospective interviews. Their perceptions of the video input and their strategy use while comprehending the video were examined. Results showed students’ positive comments on the video texts and suggested that the test tasks provided opportunities for students to apply metacognitive strategies, such as advance organization, directed attention, selective attention, comprehension monitoring, and double-check monitoring, to enhance their comprehension. The study illustrates the potential of using TVCMs, PSAs, and test tasks that can facilitate the use of metacognitive strategies in a video listening test for low-intermediate or intermediate EFL learners. The implications of the findings regarding listening assessment and pedagogy in the EFL classroom context are discussed.
Designing a Drug-Dispensing Test Task Using the SPEAKING Grid
Sasithorn Limgomolvilas, Jirada Wudthayagorn (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2022)
Although the ethnography of speaking is one of the approaches used to analyze discourse (Schiffrin, 1994; Cameron, 2012), its benefits and uses can be applied in the field of language assessment when designing a drug-dispensing, classroom-based test task. In this article, pharmacy specialists and students functioning as members of the pharmaceutical profession community shared their beliefs and practices on how to dispense a drug appropriately and successfully. The SPEAKING grid was subsequently used as a principle to formulate a manual for administrators, raters, and test-takers. This article discusses the elements of the SPEAKING grid as a sample framework and the subjectivity of this test task for assessing pharmacy students. The elements of the SPEAKING grid described in the manual aided not only raters when administering the task but also test-takers when preparing and practicing it. The article concludes with the idea that the SPEAKING grid can be adapted to fit classroom-based language assessment purposes even though some shared norms presented in the dispensing context may not occur as authentic as in real life.
Developing a Scale to Measure Reader Self-Perception for EFL Students
Adunyarittigun, 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.
Developing a Standardized English Proficiency Test in Alignment with the CEFR
Cheewasukthaworn, Kanchana (Research Department, Chulalongkorn University Language Institute, 2022)
In 2016, the Office of the Higher Education Commission issued a directive requiring all higher education institutions in Thailand to have their students take a standardized English proficiency test. According to the directive, the test’s results had to align with the Common European Framework of Reference for Languages (CEFR). In response to this directive, this study was conducted to demonstrate how to develop such a test. Grounded in the conceptual frameworks of test usefulness, standardized tests, test development processes, and the CEFR, the study explored six stages in developing a 100-item-multiple-choice standardized English proficiency test: test planning, test design and writing, test reviewing, test piloting, test revising and revised test try-out. The test was piloted during the test piloting and revised test try-out stages with 108 and 88 students, respectively, and underwent item analysis to examine its reliability, difficulty index, and discrimination index. The item analysis conducted after the revised test try-out stage showed that the test’s reliability, assessed by Kuder-Richardson Formula 20 (KR-20), was 0.94, suggesting that the test was highly reliable with good internal consistency. How the test was developed in close alignment with test usefulness and the CEFR is discussed in the study.
Developing an Interlanguage Pragmatic Competence Test on Routines in a Chinese EFL Context
Xu, Lan; Wannaruk, Anchalee (Language Institute, Thammasat University, 2016)
Performing routines in interlanguage is vitally important for EFL learners since it can cause embarrassment between speakers from different cultures. The present study aims to 1) investigate the reliability and validity of an interlanguge pragmatic competence test on routines in a Chinese EFL context with multiple choice discourse completion task (MDCT), 2) examine the statistical characteristics of the test, and 3) explore the test takers’ strategies used in the process of taking the test. Altogether 390 students from China took part in the study. The data were collected with the interlanguage pragmatic competence test on routines and think aloud protocol. Data analyses methods included the split-half method, item analysis theory, descriptive statistics, an independent T-test and content analysis. The results indicate that 1) the interlanguage pragmatic competence test on routines showed strong reliability and validity in the Chinese EFL context, 2) interlanguage pragmatic routines were not easy for the Chinese EFL learners, and situational routines were easier than functional routines, and 3) three strategies: repeated reading, interpreting or translating, and weighing options or justifying responses, were used in the process of taking the test by the Chinese EFL learners.

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