การสอนภาษาอังกฤษ

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บทความวิจัยด้านสถานภาพการเรียนการสอน เทคนิควิธีการสอน การวัดและประเมินผล ปัจจัยที่เกี่ยวข้องกับกระบวนการเรียนรู้

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Browsing การสอนภาษาอังกฤษ by browse.metadata.researchtheme2 "ภาษาศาสตร์สังคม (Sociolinguistics)"

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    Exploring Identity through Engagement: Four Cases of EFL University Students
    Joihin, Ezia Meliany Gabu; Loo, Daron Benjamin; Hungyo, Esther; Sundaresan, Anita; Osatananda, Varisa (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2017)
    This study explored Southeast Asian university students’ identity by examining their engagement. The objective of this study was to provide a better and deeper understanding of Southeast Asian students in a setting where English is used as a foreign language. There were four participants who were involved in this study, all of who were English majors. To explore identity through engagement, data was collected using a multi-methods approach: reflective journals, task completion, a group interview, and a post-interview with individual participants. The data was analyzed through a sociocultural approach with an interest in the meanings embedded in their lexical choices. What this study found was that the participants valued practicality when doing tasks pertinent to their studies. This may have led them to prefer working individually. Hence, in terms of engagement, most of these participants were seen to be engaged intrinsically, utilizing strategies that would help them accomplish their tasks individually. Based on the findings of this study, further research concerning specific language learning strategies, and the context of international students in a domain where English is spoken as a foreign language should be conducted.
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    LGBTQ should not be a Lecturer?: Thai Undergraduate Students’ Attitudinal Assessment towards LGBTQ Lecturer in EFL Classroom
    Kosashunhanan, Krishna; Rungswang, Atichat; Iamlaor, Aram; Sittironnarit, Sita; Teptong, Nikorn; Soisuwan, Thanyapatra; ดร.ธีร์ดนัย กัปโก (ศูนย์พัฒนาการเรียนรู้สมัยใหม่, 2022)
    Through news in Thailand, some Thai LGBTQ lecturers have been negatively assessed by authorities. Since then, the questions have been raised to debate whether LGBTQ lecturer should be a teacher or not. To contribute to this concern, this study, therefore, aims at investigating how students who are believed to be directly affected by lecturer’s actions assess their LGBTQ lecturers’ performances and personalities in EFL classroom. This study employed a mixed-method design. The participants were 423 Thai EFL students who have studied with LGBTQ lecturers at a large-size university in Bangkok, Thailand. They were asked to complete a questionnaire, which was adapted from Puakchit (2013) consisting of four main sections: (1) in-class teaching roles, (2) in-class managing roles, (3) in-class communication skills, and (4) individuals’ attributes. After the quantitative results were obtained, a focus-group interview with 5 volunteer students was conducted. The findings revealed that Thai LGBTQ lecturers in EFL classroom were positively evaluated in all aspects. Genderless or gender-free perspective was promoted by students for being a lecturer of English and students also suggested that whether a good or bad lecturer is not determined by gender.
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    The Hierarchy of Thailand and its Effects on English Language Learning
    Young, David (Language Institute, Thammasat University, 2021)
    Despite the numerous reforms that Thailand’s educational system has undergone, test scores show that a majority of the population still lacks the ability to use English with the skill required to compete in the international community. While many reasons have been proposed for Thailand’s poor ranking, only a small number have looked beyond classroom concerns to the culture in which the problems emerge. This article presents an examination of the ways in which culture affects language learning, as well as focusing upon an aspect of culture that is particular to Thailand, namely the Thai hierarchy. The author traces the origins and history of this division of social class, together with the intertwining concept of “face” to determine how they negatively affect the implementation of educational reform in the realm of English language teaching and learning.