การสอนภาษาอังกฤษ
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บทความวิจัยด้านสถานภาพการเรียนการสอน เทคนิควิธีการสอน การวัดและประเมินผล ปัจจัยที่เกี่ยวข้องกับกระบวนการเรียนรู้
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Browsing การสอนภาษาอังกฤษ by ISCED Classification "0232 วรรณคดีและภาษาศาสตร์"
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- PublicationHow EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)Jiang, Yemeng (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2022)Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.
- PublicationLocal Perspectives on English Language Teaching in Private Tutoring in Thailand: Re-examining Roles and ImplicationsCharoenroop, Pattrawut (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)Private tutoring has, over the past decades, been a key educational phenomenon for Thai college-bound students. having received both praise and condemnation. This qualitative case study shows that private English tutoring in Thailand has expanded beyond the ‘shadow education’ discussed by Bray (1999). Five tutor-student pairs were interviewed via Zoom video conference and the interviews were analyzed by theme. Results indicate the social, educational, and economic benefits of private education, as well as its far-reaching effects on personal growth, professional development, and life prospects. Concerns about educational inequality introduced by the tutoring industry, and its uneasy co-existence with mainstream education, are also discussed.
- PublicationRedesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?Kirkpatrick, Andy; Singto, Sayamon (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2014)It is now well-attested and understood that the use of English as a lingua franca is a major, if not the major, role of English in today’s world. In Asia alone, it has been estimated that there are nearly one billion users of English. All ten countries comprising the Association of South East Asian Nations (ASEAN) ratified the ASEAN Charter in February 2009. The Charter officially identifies English as the sole working language of the organization. In this article I shall consider the implications of the development of English as a lingua franca in East and Southeast Asia with a focus on two specific issues: first, what are the implications of English as an Asian lingua franca for the teaching of English, especially given that English now operates in many non ‘Anglo-cultural’ contexts in settings in which so-called native speaker are absent; and second, what are the implications for the linguistic ecology of the region with the continuing use of English as a lingua franca? Will we see the maintenance or demise of local languages?
- PublicationUnderstanding Teacher Autonomy Through EFL Teachers’ Online Teaching ExperiencesMuthita Chinpakdee (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2022)Research on autonomy in foreign language education has largely focused on learner autonomy while relatively little attention has been given to teacher autonomy and the factors that underpin its exercise and development. Similar to learner autonomy, teacher autonomy is a multidimensional construct and the degree to which it can be exercised and maintained varies, depending on context. This qualitative research examines teacher autonomy in the context of emergency online language teaching. Accounts of two teachers’ online teaching experiences were used to (a) explore how EFL teachers exercise and maintain their autonomy in teaching during the transition from face-to-face to online learning and (b) identify factors that affect their autonomy during this challenging time. Findings reveal that both teachers viewed the transition to online learning as an opportunity to exercise their autonomy and experiment with new ways to improve their practices. However, the extent to which they could implement new pedagogical ideas in their teaching depends on their professional relationships with others in their contexts. This study highlights the importance of reflection, collaboration, and negotiation as essential components of teacher autonomy and teacher development.