ภาษาอังกฤษ : English

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A Pedagogical Perspective of Translanguaging in the ASEAN Context: A Lesson from Blogging
Deocampo, Marilyn Fernandez (Language Institute, Thammasat University, 2016)
The focus of this study is to highlight how multilingual society such as in the Philippines and Singapore use translanguaging (Garcia, 2009), an umbrella term which is more than hybrid languages (Gutierrez et al., 1999) and code-switching and code-mixing (Bautista 2004; Mahootian, 2006) in journalistic blogs provided by yahoo.sg and yahoo.ph. Translanguaging is a linguistic resource used by various respondents to express their thoughts and feelings. The data in this study suggests that the majority of the participants exhibit a high degree of social intolerance mainly because their blogs are uncensored. The interaction among the participants through translanguaging was maintained using linguistic resources such as their varying language abilities and other semiotic devices found in journalistic blogging. This present paper focuses on one area that was of topical interest in Singapore and The Philippines: education. The implications of this study may well be that diverse ethnic backgrounds, allied to diversity in societies illustrate that people’s linguistic repertoires, “reflect the polycentricity of their environments” and is important to education specifically in language learning (Blommaert & Backus, 2013, p.20).
Code-Switching Phenomenon among EFL Learners
Kanchanapoomi, Tabtip (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2014)
This study investigates the issue of code switching (CS), which occurred in daily conversation among bilinguals. The participants were from three different countries, the Republic of China, the Republic of Indonesia and Kingdom of Thailand. The data include the recordings of conversation in different settings. Recent studies examine this phenomenon both in the classroom context (Rose & van Dulm, 2006; Iqbal, 2011) and in everyday life conversation (AL-Hourani & Afzah, 2013). Empirical research has shown that the practice of alternating or mixing languages is not only common, but serves important communication strategies (Heller, 1992; Myers-Scotton, 1992). In addition, code switching is considered a skill used in early attempts of playing with the languages involved in the conversation (Arnfast & Jorgensen, 2003). The results of this paper reveal that apart from being a communication tool and skill, code switching represents an in-group identity and it is highly related to emotional expression.
Cultural Intelligence to Cultural Adaptation of Expatriates in Thailand
Dsouza, June Bernadette (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2022)
Cultural diversity in the 21st century makes it imperative for managers to examine the multidimensional construct of cultural intelligence, aiming to solve cross-cultural problems, mitigate culture shock and promote a harmonious work environment. Using the quota sampling technique, this quantitative paper gathered data from three subgroups in Bangkok: Thai, Chinese and ASEAN employees from two organizations settings, consisting of heterogeneous and homogeneous employees. The relationship between the four dimensions of cultural intelligence proposed by Earley and Ang (2003), to sociocultural adaptation developed by Wilson (2013), and psychological adjustment developed by Demes and Geeraert (2014), was hypothesized. Results of Structural Equation Modeling, Multiple Group Analysis and ANOVA, fully or partially supported the predictions hypothesized, indicating differences on the dimensions of cultural intelligence and cultural adaptation across different sub-groups of expatriates, within a single national culture. The assumption of these findings is that expatriates exposed to a host culture, in contrast to their own, can be coached prior to an international assignment with cross-cultural capabilities, so as to avoid depersonalization while simultaneously mastering diverse skills in a cultural context in order to excel with job accomplishments and integration within a culture. The dual dimensions of sociocultural and psychological adjustment can be conceptualized independently, to procure an in-depth picture of expatriates from diverse cultural backgrounds.
Cultural Representations in ELT Textbooks Used in a Multicultural School
Saemee, Kulthida; Nomnian, Singhanat (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)
The use of ELT textbooks in multicultural schools is an under-explored issue despite an increasing number of non-Thais studying in the Thai compulsory education system due to mobility within the ASEAN Community. This paper aims to explore the representations of cultural aspects in the ELT textbooks, which are used in a public primary school where Cambodian, Lao, Myanmar, and Thai learners have created culturally and ethnically diverse landscape. Drawing upon the content analysis, the findings reveal five cultural categories ranked in the following order: products (41%), practices (26%), places (20%), persons (6%), perspectives (6%), and unidentified (1%). These cultural aspects are, however, imbalanced and inappropriate due to the misallocation of cultural representations and learners’ lack of recognition of the sociocultural background depicted. Language teachers and school administrators have become instrumental in narrowing down the cultural gap that exists between the textbooks’ cultural content and learners’ sociocultural backgrounds, experience, and contexts. This study can potentially inform language educators, school administrators, policy makers, and textbook writers who are involved in ELT textbook publication to be more culturally sensitive to Thai and migrant learners’ cultural milieu. The right to education of these learners should be recognized, valued, and promoted in multicultural schools that meet the objectives of UNESCO Sustainable Development Goal 4 (SDG 4), namely Quality Education, which includes equitable education and recognition of cultural heterogeneity and multiplicity.
Durkheim and the Internet
Jocuns, Andrew (Research Department, Chulalongkorn University Language Institute, 2019)
ELF inThailand: Variants and Coinage in Spoken ELF in Tourism Encounters
Jaroensak, Tiraporn; Saraceni, Mario (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2019)
Globalisation has a great influence on the emergence of English as a lingua franca (ELF), particularly in tourism contexts. This paper reports on a piece of research that investigated variants and coinage in spoken ELF interactions between Thai locals and foreign tourists on Koh Lanta, Krabi. The nature of tourism encounters was brief and practical. That is to say, the primary focus was to exchange tourism information athough interactional encounters also occurred. In this study, the utterances in English produced by Thai locals when interacting with foreign tourists were collected and then analysed to identify distinctive features of pronunciation and lexicogrammar, including coinage which was used commonly. The findings provide that the forms of ELF in tourism contexts more or less vary from other contexts of ELF use. The findings of this study lie in the notion that the communicative practices of ELF are context-bound communication.
Gender-Differential Tendencies in LINE Use: A Case of Thailand
Jitpaisarnwattana, Napat (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2018)
This study investigates the gender-differential tendencies in the use of Thai final particles and virtual stickers in LINE, a popular instant-messaging platform in Thailand. The data are gathered from a group chat of 13 participants who are or were working for a company in Thailand. Three thousand, three hundred and eighty four messages were analyzed and four participants were selected for follow-up interviews. The results reveal that the female users tend to use final particles more than the male users do. However, the male users appear to use more virtual stickers than the female users do. The study concludes that such differences are not solely determined by gender; rather, they are socially constructed and shaped by the nature of the platform.
“I speak English, but I’m still a Malay”: Language Attitudes and Identity amongst Bilingual Bruneians Living in London
Noorashid, Najib; McLellan, James (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)
This paper highlights the findings of a study into the language use, identity and attitudes of some Bruneian Malay government officers and students living in London. It is found that their allegiance towards the Malay language and Bruneian culture remains strong, despite their living in a largely Anglophone metropolis which requires them to communicate predominantly in English. As highly proficient bilingual speakers, the respondents are highly aware of the importance of maintaining their vernacular Brunei Malay as a marker of their identity. Through the use of observation and semi-structured interview methods, it emerges that predicted patterns of language shift towards the global language do not occur, and there is evidence of maintenance of strong Malay identity precisely because of their requirement to use more English in out-group communication contexts. The ‘zero-sum game’ notion, of more English equalling less Malay, is not applicable. This paper includes vignettes which show the participants negotiating between their languages in work and study contexts. It also demonstrates the need to consider how English interconnects with the other languages that are found in the repertoire of globally mobile South-East Asians.
Identity and Imagined Communities in English Textbooks Illustrations
Yumarnamto, Mateus; Widyaningrum, Anastasia Yuni; Prijambodo, Vincentius Luluk (Language Institute, Thammasat University, 2020)
Illustrations in English textbooks are not merely decorations (Romney, 2012); they can represent ideology and identity (Elmiana, 2019; Ihm, 1998). This paper explores the sociocultural and political dimensions in English textbooks’ illustrations for public schools in Indonesia. The leading question for this inquiry is “What imagined communities, diversity and identities do the illustrations in the English textbooks reflect?” Identity refers to the identity shown in the illustrations. The diversity refers to the government’s coined terms SARA, suku ‘ethnicity’, agama ‘religions’, ras ‘races’, and antar golongan ‘various social and political groups’ as well as gender, age and disability, which are parts of social reality in Indonesian society. Multiculturalism, as it related to diversity, refers to different cultures represented in the textbooks. The data (visual illustrations) were collected from three English textbooks, from grade 10 to grade 12 and they were analyzed in terms of critical discourse analysis (CDA) framed in the terms imagined communities (Anderson, 2006). The results suggest that the illustrations in the ELT textbooks represent a tendency that views Indonesian identity in a more monolithic identity and imagined community. This uniformity of identity in the illustrations may serve the purpose of integrating the character education to enhance nationalism as mandated by the government—indicating the political dimension as hidden curriculum in the textbook illustrations.
Interactional Sociolinguistics: The Theoretical Framework and Methodological Approach to ELF Interaction Research
Toomaneejinda, Anuchit; Saengboon, Saksit (Language Institute, Thammasat University, 2022)
The prevalent use of ELF in global communication necessitates a rethinking of what theoretical frameworks and methodological approaches are appropriate to explain the changing and complex nature of intercultural interactions, particularly, those whereby English is recognised as a passport. This review accounts for ELF interactions in terms of Interactional Sociolinguistics (IS). In doing so, it discusses the characteristics and functions of IS taking into consideration the complexity of ELF contexts, most notably intercultural encounters that are prone to misunderstandings and communication breakdowns. Further, based on an analysis of previous studies on ELF, the paper characterises ELF interaction and its key components, and ELF interactional ecology using Interactional Sociolinguistics as a theoretical framework.
Measuring Intercultural Sensitivity of Thai University Students: Impact of their Participation in the US Summer Work and Travel Program
Wattanavorakijkul, Nitchaya (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2020)
As we are now approaching the first quarter of the 21st century, the impact of globalisation has increased the importance of intercultural competence. This study aims to measure the degree of intercultural sensitivity of 30 English major students who have participated in the US Work Travel program. In this study, an online survey adopted from Chen and Starosta (2000)’s Five-Factor Model of Intercultural Sensitivity was used to collect the data. Although participants were English majors who had high level of English proficiency, the level of their intercultural sensitivity was not high enough to claim that it resulted from the program. In addition, they reported not to have much confidence and motivation to interact with people from different cultural backgrounds. Therefore, the program might not actually benefit and help Thai students to develop intercultural skills, the skills needed to meet the challenges of the 21st century. It is hoped that this study could be useful for teachers, or even parents, to decide whether or not, they would support the students to participate in the program in the future.
Multimodality and Social Practices in Institutional Websites of Thai Universities
Rungruangsuparat, Benjawan (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2017)
Among the higher education institutes in a borderless world of academics, Thai universities have strived to introduce themselves and promote more understanding about their social practices. It has been assumed that merely the highlighted materials and distinctive landscapes were mainly communicated. Yet, the social practices were also presented in multimodal sites where global viewers could controllably investigate and arbitrarily interpret the underlying messages through given signifiers and contextual frame settings. The objective of this study was to explain how the multimodal texts were employed in presenting the social practices by the academic institutions’ websites in Thailand, one of South East Asia countries. The data collection covered the homepages, the introduction/about, news and event webpages of eight Thai university websites in four different parts of Thailand from March 16 to June 1, 2016. Two critical analysis tools, Multimodal Discourse Analysis (Kress & van Leeuwen, 2006) and Frame Analysis (Goffman, 1986), were used/adopted to analyze the practices presented in the English websites of the eight Thai universities. The findings disclosed the shared social practices in terms of academic, cultural, social life, institutional ideologies and qualification aspects that were transcended from producers to receivers by visual designs and textual communication. The institutional practices reflected not only the main tasks of educational institutes and their members, but also locally cultural factors and public relations concerns presented in an online media platform.
Thai EFL Learners’ Self-perceived Pronunciation Competence and their Instructor-rated Performance
Buangam, Poonsak; Alexander, Saowanee T.; Phannikul, Duangdao (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2018)
This paper reports on case study examining relationships between English-as-a-Foreign-Language (EFL) students’ self-perceived pronunciation ability and their performance in an advanced pronunciation course at a Northeastern university in Thailand. The participants were 10 students randomly selected from a pool of 29 students enrolled in the course. The data came from classroom observations, students’ interviews and instructor’s interviews. The findings show that self-perception plays an important role in their pronunciation learning. In some cases, it was related to sociolinguistic factors, especially anxiety. The informants’ personality was another important factor related to their language learning behavior and learning outcome.
Thai Flight Attendants’ Intercultural Sensitivity and Topics in Intercultural Communication with Muslim Passengers
Semchuchot, Narudol; Soontornnaruerangsee, Wannana; Bodhisuwan, Winai (Language Institute, Thammasat University, 2021)
Besides English proficiency, intercultural communicative competence is a desirable qualification for flight attendants. An under-researched cultural group of Muslim passengers was the focus of this mixed-method study which investigated Thai flight attendants’ intercultural sensitivity and related biographical details. Topics in intercultural communication between Muslim passengers and Thai flight attendants were explored. Data collected from 416 self-rated questionnaires on intercultural sensitivity were completed by a purposively selected sample and were analyzed using chi-square test and frequency count. The interview data from a total of 45 Muslim passengers as well as both Muslim and non-Muslim Thai flight attendants were analyzed based on content analysis. The findings showed that most Thai flight attendants rated themselves with a high score in intercultural sensitivity. The factors significantly associated with intercultural sensitivity were sex, work duration, job position, and being ex-crew at the significance level of 0.05. Qualitative findings suggested that three major topics, which were the concept of halal, religious practices, and some additional topics, should be considered in training on intercultural communication with Muslim passengers through English language teaching (ELT). Implications for both airlines and pedagogy are discussed in this paper.
Thai tertiary English majors’ attitudes towards and awareness of world Englishes
Jindapitak, Naratip; Teo, Adisa (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2012)
The purposes of the present study were to investigate Thai university English learners’ attitudes towards and awareness of varieties of English, in relation to the ideology of English as an international language, which sees English in its pluralistic rather than the monolithic nature. The results show that the learners held more favorable attitudes towards mainstream inner-circle Englishes (American English and British English) than nonnative Englishes. In detail, the inner-circle speakers were perceived to possess better attributes (e.g., status, competence and personality) than nonnative speakers. The findings suggest that the English learners, in the present study, were linguistically prejudiced as they stereotyped others based on accent. In terms of accent awareness, the learners did not have sufficient awareness of varieties of English since the majority of them failed to identify the speakers’ country of origin from the speakers’ voices. It was found that the Thai English voice was the only stimulus that was successfully recognized by half of the informants, whereas the other varieties were inappropriately identified. This paper ends with proposing pedagogical suggestions and implications in raising learners’ awareness of the changing contexts of English so that they become more tolerant towards linguistic diversity.
The Effect of Learning Environments on Thai Speakers’ English L2 Vocabulary Depth
Supasiraprapa, Sarut (Research Department, Chulalongkorn University Language Institute, 2019)
Second language (L2) vocabulary depth, or how well learners know an L2 word (e.g., Meara, 1996), is a dimension of vocabulary knowledge that assists in L2 comprehension and production (e.g. Li & Kirby, 2014; Qian, 2002). The current study investigated the effects of two types of English L2 learning environments—formal English classrooms in Thailand and English exposure in an English-speaking country—on adult Thai speakers’ (N=29) English vocabulary depth. Participants completed the Word Associates Test (Read, 1998), which measured the depth of their receptive vocabulary knowledge, and an elicitation task which required them to supply English collocations in a given context. Regression results based on both measures suggested that participants’ previous length of English education in Thailand did not significantly predict their English vocabulary depth, but their length of stay in the US, which followed their English education in Thailand, significantly predicted the depth. The findings were in line with the theoretical proposals (e.g., Ellis, 2013) and previous empirical results (e.g., Parkinson, 2015) suggesting the superiority of an L2 immersion environment over an environment where an L2 is a foreign language in promoting the depth dimension of L2 word knowledge. Based on the results, pedagogical implications are discussed.

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