การสอนภาษาอังกฤษ

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Browsing การสอนภาษาอังกฤษ by Subject "Abstract"

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    Effects of a Corpus-Based Instructional Method on Students’ Learning of Abstract Writing: A Case Study of an EAP Course for Engineering Students
    Eak-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.