การสอนภาษาอังกฤษ
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บทความวิจัยด้านสถานภาพการเรียนการสอน เทคนิควิธีการสอน การวัดและประเมินผล ปัจจัยที่เกี่ยวข้องกับกระบวนการเรียนรู้
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Browsing การสอนภาษาอังกฤษ by browse.metadata.researchtheme2 "ภาษาศาสตร์คลังข้อมูล (Corpus linguistics)"
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- PublicationEffects of a Corpus-Based Instructional Method on Students’ Learning of Abstract Writing: A Case Study of an EAP Course for Engineering StudentsEak-in, Suparada (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2015)The Corpus-based method has played a vital role in language teaching for more than four decades. A number of previous studies revealed its positive outcomes on language teaching and learning in various aspects such as on increasing students’ vocabulary, raising their awareness of language use, developing their reading and writing skills in either general English courses or English for Specific Purposes or English for Academic Purposes courses (Johns, 1991a; Gilquinet al., 2010; Charles, 2012). However, to the best of the researcher’s knowledge, most of the previous studies were conducted with high-proficiency students rather than low-proficiency students. None of these studies reported the effects of the corpus-based method on the non-native engineering students who have low-proficiency in English. Moreover, none of these studies revealed how to make the corpus-based method work effectively with this group of students. Accordingly, the present study was conducted to investigate the effects of the corpus-based method on low-proficiency engineering students and revealed their behaviors of learning through the corpus-based method in order to develop their abstract writing ability, thence recognizing the use of significant linguistic features in journal abstracts and using them correctly when writing their own abstracts. The participants were 100 low-proficiency electrical engineering students who studied in an EAP course from a private university in Bangkok. The mixed method approach was used to collect data. Quantitative data was collected using a pre-test, a post-test, and questionnaires; and qualitative data was collected using interviews, student journals and teacher observations. The results revealed that the corpus-based method provides positive effects on low-proficiency engineering students in recognizing uses of significant linguistic features of the abstracts and in using the significant linguistic features correctly in composing an abstract. Besides, the students could develop their Data-Driven Learning Skills while learning through the corpus-based method. In addition, the students had rather positive attitudes towards this method. The findings from the present study will be useful for teachers or course designers in developing a pedagogical model of a corpus-based instructional method for low-proficiency students in developing their writing skills, especially in writing English for specific academic purposes.
- PublicationEffects of Using Online Corpus and Online Dictionary as Data-driven Learning on Students' Grammar MasteryFauzanz, Akhmad; Basthomi, Yazid; Ivone, Francisca Maria (Language Institute, Thammasat University, 2022)This study compares the effects of using online corpus and online dictionary as Data-Driven Learning (DDL) on EFL students' grammar mastery and their perceptions after learning with the two media in grammar instruction. The experiment with a counterbalanced design was employed with two replications, and 65 students in two intact classes participated. In the first replication, 33 students of the first group learned grammar with an online corpus, while 32 students of the second group learned using an online dictionary. In the second replication, the first group of students learned grammar with an online dictionary, while the second group learned with an online corpus. After each replication, the students took a grammar test and filled in a questionnaire. The grammar tests after learning with an online corpus were compared to the results of the grammar tests after learning with an online dictionary. Then the students' responses on both media were also compared. The statistical evidence comparing grammar test results reveals no statistical difference in students' grammar mastery after learning with an online corpus and an online dictionary. The same result is obtained when comparing their perceptions after learning with both media.