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A Case Study of Dual-Language (English/Spanish) Writing Instruction and the Effect it has on Bilingual Student Writing Performance
Mchugh, Caitlin; Ariza, Eileen N.; Komolmas, Prathip M. (Assumption University, 2013)
In dual-language programs, students often receive instruction in two languages for the same academic subjects, including writing skills. This double exposure may be helpful to bilingual students by reiterating and clarifying any possible doubts, or it may be detrimental to bilingual students by causing confusion due to different instructional strategies, lack of transfer between languages, and emphasis on different writing elements by the teachers of each program. This case-study aims to analyze the structure and design of a dual-language elementary school in central Mexico to determine whether the current writing curriculum at this school is effective for the population of bilinguals through analysis of student writing samples, interviews with students and teachers, and classroom observations in both English and Spanish writing classes. We hope to contribute to understanding duallanguage curriculum design and to suggest a writing program that ensures that bilinguals successfully acquire writing skills and strategies in both languages.
A Case Study on Perceived Problems in the Student Teacher’s Spoken Classroom Language through a Supervisor’s Feedback
Winitkun, Duangkamon; Kongchan, Chada (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2014)
This case study aims at investigating problems of a student teacher’s spoken classroom language through a supervisor’s feedback. It also aims to find out to what extent the supervisor’s feedback raises the student teacher’s awareness of her spoken classroom language. The subject of this study was a second-year graduate participant in a master’s degree of Applied Linguistics for English Language Teaching (ELT) programme at the School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT) who enrolled in Teaching Techniques in Practice (LNG611) in the second semester of the 2012 academic year. The instruments for data collection were the supervisor’s feedback reports, student teacher’s reflection reports and a semi-structured interview. The data were sorted by types of her spoken classroom language problems in each week of the teaching practicum. The results of this study revealed that the student teacher had two main spoken classroom language problems, which were grammar and pronunciation. In addition, the study shows three effects of the supervisor’s feedback towards awareness of the student teacher’s spoken classroom language: realization of the problems, awareness of her students’ language acquisition and strategies to solve the spoken classroom language problems. The paper also provides some suggestions on effective supervisor feedback.
A Comparison between Highly Motivated Learners and Unmotivated Learners’ Learning Achievement: A Case Study of Business English Majors at Southeast Bangkok College
Srisermbhok, Amporn (Language Institute, Thammasat University, 2017)
This study aimed to 1) analyze some crucial factors that impacted learners’ achievement and failure in English language learning among 2nd year Business English majors at the faculty of Liberal Arts, Southeast Bangkok College, and 2) improve the quality of teaching and learning English for Thai students. The samples consisted of 16 English students aged between 19-21.There were 15 Thais and 1 Filipino. The research methodology comprised both descriptive analysis, and basic statistics. Data for analysis included students’ journal writing after class, their participation and engagement in class activities, final grades, and the questionnaire. The findings revealed that their age did not make any significant learning outcomes, but their attitudes ,and motivation mattered. It was found that cognitive learning strategies, self-disciplines, positive attitudes and self-confidence were important factors among high achievers amounted to 12.50%,which was contrary to poorly achieved learners with low self-esteem amounted to 50% of the class. The results confirm Dornyei’s claim(1998) that motivation is a key factor that influences the rate of success of second/foreign language (L2)learning.
A Comparison of the Vocabulary Learning Strategies Employed by High and Low Proficient Pre-University Students in Malaysia
Benedict, Melisa Charles; Shabdin, Ahmad Affendi (Language Institute, Thammasat University, 2021)
This study was conducted to identify the Vocabulary Learning Strategies (VLS) utilised by 36 Band 5 students as well as 31 Band 3 and below students. This study was vital to look into the similarities and differences in the VLS employed by high and low proficient students as well as to reveal the most useful strategies for vocabulary learning to boost students’ level of proficiency. The VLS-Q (Vocabulary Learning Strategies Questionnaire; Schmitt, 1997) was utilised in this study. The results of this study showed that high proficient students used the ‘English language media’ as the most frequent strategy employed. Nonetheless, low proficient students tend to employ the strategy of ‘asking classmates for meaning’. Strategies from the Memory and Determination categories were the most frequently employed by high and low proficient learners respectively. Implications of the results and suggestions were discussed which are noteworthy in improving vocabulary size and knowledge.
A Contrastive Study of Rhetorical Move Structure of English Medium Instruction Lectures Given by Native English and Chinese Lecturers
Deng, Lin; Wannaruk, Anchalee (Language Institute, Thammasat University, 2021)
This study aims to compare the rhetorical move structure of English Medium Instruction (EMI) lectures given by native English and Chinese lecturers. Two specialized corpora were therefore accordingly created with transcripts of twelve science-oriented lectures selected from MICASE and the BASE corpus and twelve science-oriented EMI lectures collected at a Chinese university, respectively. Adopting the Swalesian genre analysis framework, this study examines the moves/steps of EMI lectures in the two corpora. Then, the conventionality and frequency of moves/steps were quantified and analyzed to capture statistical variations. In addition, semi-structured interviews were conducted with four Chinese EMI lecturers to probe into their discursive practices from an emic perspective. Statistical variations were apparent in several moves and steps, which could be mainly attributed to Chinese EMI lecturers’ concern for the program quality, dense course syllabus requirements, a lack of specific English for EMI teaching, as well as the emergence and influence of new social media. The study argues for well-targeted teacher training for non-native English lecturers and more teacher autonomy in course syllabus design.
A Conversation Analytic Study of Classroom Interactional Competence
Supakorn, Sumita (Language Institute, Thammasat University, 2020)
Classroom interaction has been the subject of investigation in a number of different settings but it remains an under-researched area in the Thai context and to date, in Thailand, there has been little published data that has adopted “Conversation Analysis” (CA) as an analytical tool to develop an in-depth understanding of classroom discourse. This study thus utilizes CA to investigate Walsh’s (2006) “Classroom Interactional Competence” (CIC) in EFL classrooms at a university in Thailand. The focus in this research is on the teacher’s role and in particular, the alignment between pedagogic goals and language use, the spaces made available for learning, and the shaping of learner contributions. Talk-in-interaction between a native English teacher and Thai learners were video recorded, transcribed and inductively analyzed. This paper illustrates how the teacher skillfully employed a range of interactional features in post-expansion sequences to shape learner contributions while at the same time opening a space for interaction/learning at times when the pedagogic purpose was on meaning-and-fluency (Seedhouse, 2004) or classroom context mode (Walsh, 2006). This study argues that if teachers are aware of their roles concerning CIC, they can acquire greater insights into their local context and this may result in professional development.
A Correlational Study between Language Attitudes and English Language Orientation of Indonesian EFL Learners
Mbato, Concilianus Laos; Kharismawan, Paulus Yanuar (Language Institute, Thammasat University, 2018)
This study investigated the correlation between bilingual language attitudes and English language orientation of Indonesian EFL learners in Yogyakarta, Indonesia. 256 students from five universities (two public and three private) participated in the research. The participants answered a questionnaire, which was divided into two parts, namely a bilingual language attitude questionnaire and an English language orientation questionnaire. The bilingual language attitude questionnaire was adapted from Sicam and Lucas (2016), while the English language orientation questionnaire was adapted from Mbato (2013). For the data analysis, Pearson’s Product-Moment Correlation coefficient and independent-samples T-test were used by using SPSS version 20.0 for Windows. The results showed that language orientation had a positive and significant correlation with language attitudes toward English and a positive but insignificant correlation with language attitudes towards the Indonesian language. It indicates that English language orientation strongly influenced Indonesian EFL students’ language attitudes towards English but not necessarily towards Indonesian language. We also found that Indonesian EFL students had a high awareness of the benefits of learning English for their future. The other result showed that there was no difference between male and female students in instrumental orientation. This research offers implications for English language teaching and learning in a foreign language context.
A Course Evaluation of Foundation English Courses taught at the Language Institute Thammasat University
Chuntharusmi, Israporn; Phettongkam, Husna; Chinthongprasert, Vivis (Language Institute, Thammasat University, 2012)
This research paper aims to examine students’ and instructors’ opinions towards the 3 levels of foundation English courses taught at the Language Institute, Thammasat University in the academic year 2009. Statistical results yielded from instructors and students through the means of a questionnaire will be a valuable resource for the Language Institute to further develop foundation courses of use for all. Instructors and students were observed (observed how?) in the area of their opinions towards the physical learning, teaching environment and learning equipment, course content, textbook and supplementary worksheets, assessment and evaluation, benefits of the course and their satisfaction of the course. The population of this research involved all students taking foundation English courses conducted at the Rangsit campus in the 2009 academic year and 98 instructors. Results revealed that EL070, EL171 and EL171 students and instructors have high opinions on the physical and teaching environment and equipment, the textbook/ supplementary worksheets as well as assessment and evaluation. However, it is important to note that the students rated the opinion scale to be higher than the instructors in nearly all of the aspects.
A Development of a Game-based Supplementary E-learning Program for English for Veterinary Profession I
Watanapokakul, Satita (Research Department, Chulalongkorn University Language Institute, 2018)
This study focuses on the role of edutainment at the tertiary level. The context is the teaching and learning of English for Veterinary Profession I (ENG VET PROF I) for second-year university students in Bangkok, Thailand. This course focuses on improving students’ listening and speaking skills in the veterinary field. In order to make the materials relevant and attractive to Net Gen learners, a game-based supplementary e-learning program considered an alternative pedagogy adaptable for Net Gen. The purposes of the study are to develop an effective gamebased supplementary e-learning program, called CULI ZOO, for students in English for Veterinary Profession I and to evaluate the effectiveness of the program. The study sample was the second-year Veterinary Science students enrolled in the English for Veterinary Profession I course in 2014 and 2015. An experimental and a control groups did the same pretest at the beginning of the course. The results from an Independent Samples t-test, at a significance level of 0.05, confirmed that both groups were comparable. Only students in 2015 were exposed to CULI ZOO. Scores from the midterm and final examinations were used as posttest scores. After the experimental group students finished using CULI ZOO, they completed a set of the questionnaires that elicited their opinions toward CULI ZOO. Sixteen students were randomly selected for interviews. The results obtained from the t-test showed a statistically significant difference in the posttest scores between both groups. Likewise, there was a significant difference between the pretest and posttest scores of the students in the experimental group. The data from the questionnaires and interviews showed that the students in the experimental group had positive opinions toward CULI ZOO. In the experimental group, the students’ total scores from CULI ZOO correlated with their scores from the posttest.
A Development of a Multimedia e-Book: English Sentence Writing for the Students at Rajamangala University of Technology Rattanakosin
Sunthornwatanasiri, Woraphorn (Research Administration Division, Mae Fah Luang University Research and Innovation Institute, 2014)
The purpose of this study was to develop a Multimedia e-book: English Sentence Writing for the Students at Rajamangala University of Technology Rattanakosin through an experimental research by using the one-group pretest-posttest design. The purposive sampled group consisted of 40 students in Business English major, who studied with the researcher. The research instruments included a Multimedia e-book: English Sentence Writing for the Students at Rajamangala University of Technology Rattanakosin and a questionnaire on students’ satisfaction with the developed Multimedia e-Book. The results from the study were as follows: (1) the value of the effectiveness of the developed Multimedia e-Book was 77.94 /79.34, which corresponded to the set criteria of the value of the effectiveness of 75/75, (2) the posttest score was significantly higher than the pretest score at the significant level of .05, and (3) the sampled group expressed their high level of satisfaction with the developed Multimedia e-Book.
A Development of a Teaching Module for Enhancing Interactional and Intercultural Competence of Aviation Undergraduate Students
Higgins, Jirajittra; Siritararatn, Nawarat (Language Institute, Thammasat University, 2022)
The study aimed to develop a teaching module based on conversation analysis in order to promote aviation students’ interactional and intercultural competence. Firstly, the needs analysis was conducted to investigate the communication problems and English skills in terms of interactional and intercultural competence needed in the aviation industry in Thailand among aviation personnel working at Suvarnabhumi Bangkok International Airport by using questionnaires and interviews. The teaching module was then developed by employing the needs analysis results in conjunction with the principle of conversation analysis (Sacks et al., 1974): turn-taking, adjacency pairs, sequences and repairs and intercultural competence (Barrett et al., 2013). The implementation of the teaching module was later conducted in the course called English for Aviation Communication with undergraduate students for the period of 10 weeks through the cycles of interactional learning practice (Wong & Waring, 2010) and the cycles of intercultural learning practice (Liddicoat & Scarino, 2013). The findings of the t-test demonstrated that there was a statistically significant difference between the mean of the pre-scores and the post-scores which implied that the teaching module developed based on the principles of conversation analysis could promote aviation students’ interactional and intercultural competence. Moreover, the teacher’s reflective notes, the students’ opinions from the questionnaire and interviews towards the implementation of the teaching module were positive showing the teaching module helped enhance students’ English skills in terms of their interactional and intercultural competence. The learning and communication practices presented in this study can be applied as tools for helping learners communicate effectively and successfully in terms of interactional and intercultural communication competence.
A Framework of Reference for English Language Education in Thailand (FRELE-TH) ― based on the CEFR, The Thai Experience
Hiranburana, Kulaporn; Subphadoongchone, Pramarn; Tangkiengsirisin, Supong; Phoocharoensil, Supakorn; Gainey, Jaroon; Thogsngsri, Juthamas; Sumonsriworakum, Piyaboot; Somphong, Monnipha; Sappapan, Pattama; Taylor, Pimsiri (Language Institute, Thammasat University, 2017)
This paper discusses the development of the ten-level framework of English for Thailand based on the Common European Framework of References for Languages (CEFR). This includes the steps involved, namely, the rationale, the drawing of the descriptors and their components, the focus group meetings with the stakeholders and the expert verification, the public hearing and the endorsement of the responsible institution. The discussion also focuses on the use of the framework for the English proficiency standards of academics and professionals for Thailand.
A Glimpse of Metacognitive Reading Strategy Instruction Through Modeling Technique in ESP Class at the Tertiary Level
Thongwichit, Napapat; Buripakdi, Adcharawan (Language Institute, Thammasat University, 2021)
An integration of metacognitive reading strategies into the classroom has been discussed including its crucial role for enhancing students’ reading comprehension (Talebi, 2012; Zhang & Seepho, 2013; Singh, 2019). Nonetheless, problems in reading are not only limited to English reading classes but also encountered in English for Specific Purposes (ESP) classrooms. Therefore, this study aims to explore the effectiveness of metacognitive reading strategy instruction through a modeling technique on students’ reading comprehension in ESP context. The one group pre- and post-test study was implemented with an experimental group of the students who enrolled in the English for Tourism Course. The result indicated that the students’ post-test scores were significantly higher than their pre-test scores after receiving the treatment (p<0.05). This result was supported by the data from the students’ learning logs that expressed their continuous progress towards the metacognitive reading strategy instruction and their reading comprehension improvement. Additionally, the students’ perceptions reflected positive outcomes towards the metacognitive reading strategy instruction. In conclusion, the study suggests that metacognitive reading strategies should be integrated, not only in English reading classes, but also in other classes that have involvement in reading activities to increase the students’ mastery of reading with strategies that enhance their reading comprehension.
A Learner of the 20th Century Becoming a Teacher of the 21st Century: A Perspective on the Goals of ELT in Thailand
Phongsirikul, Marissa (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2017)
Studying English in one century but teaching English in another century requires a lot of willpower from teachers to understand changes and adjust their perceptions and practices. This paper reflects on the notion that the ultimate goal of teaching and learning English should be a native speaker-like command of the language. The question is whether or not this goal of being native-like is a reasonable, necessary and achievable goal. Effective cross-cultural communication requires not only language ability, but also intercultural competence. Therefore, this paper calls for a shift from using a native speaker as a model to using an intercultural speaker as a model in English language teaching. A perfect combination of developing English language ability and intercultural competence would lead students to the proficiency of English in this new century. This intercultural approach can help learners to become effective users of English in the 21st century, in which most English users are non-native English speakers from a variety of sociolinguistic and cultural backgrounds.
A Move toward Postmethod Pedagogy in the Iranian EFL Context: Panacea or More Pain?
Safari, Parvin; Rashidi, Nasser (Research Department, Chulalongkorn University Language Institute, 2015)
Kumaravadivelu’s (2003) introduction and development of ‘postmethod’ led to the demise of methods and a dramatic change in the language teaching profession. In fact, it can be claimed that the arrival of postmethod pedagogy in language teaching might be the reason for the abandonment and replacement of method by context sensitive, pedagogic indicators, and the guiding principles of particularity, practicality and possibility. The literature concerning postmethod pedagogy has highlighted that much of the research centers on the philosophical and theoretical underpinnings, without any consideration of its realization and practical aspects in EFL contexts. So, we tried to unearth English teachers’ practical constraints and barriers in applying postmethod as a new EFL pedagogy in Iran. Twenty two male and female experienced English teachers from Yazd and Shiraz, Iran, participated in this qualitative research. The researchers used a semistructured interview as the primary source of data collection (Ary, Jacobs, & Sorenson, 2010), and adopted Strauss and Corbin’s (1998) constant comparative method, including three steps of open coding, axial coding, and selective coding to reveal practitioners’ problems and constraints in putting the pedagogy into practice, in the EFL context of Iran, where all syllabi and materials are prescribed by the Ministry of Education. The researchers identified several barriers to adopting postmethod pedagogy in EFL teaching in Iran, as well as teachers’ constraints when dealing with those obstacles.
A Pedagogical Lingua Franca Approach: Emancipating the Foreign Language Learner
Kohn, Kurt (Language Institute, Thammasat University, 2020)
Research on English as a lingua franca (ELF) has inspired hopes and expectations for a reform of English language teaching (ELT). Current ideas focus on teachers’ ELF awareness and their readiness to acknowledge and deploy authentic ELF communication as a source of inspiration for pedagogical change. In this article, I take a different, yet complementary view by shifting attention to speaker-learners as emancipated agents of learning and communication. Emphasizing the ordinary social constructivist creativity of human perception, communication, and language learning, I argue for the need to encourage speaker-learners to develop their own voice in the foreign language guided by their personal requirements of communicative and communal success. The pedagogical approach by which this objective can be achieved in the ELT classroom involves enabling learners of English of different linguacultural backgrounds to meet up with each other as speakers of English in intercultural virtual exchanges and to use their common English target language as a pedagogical lingua franca (PLF). Ways of implementing a PLF approach are elaborated and exemplified with reference to telecollaboration tools and tasks available from the European Erasmus+ project TeCoLa (www.tecola.eu). Insights from case studies provide evidence of the emancipatory potential of PLF.
A Qualitative Case Study of English Tutorial School in Thailand: Teachers’ and Students’ Perceptions
Saisoonthornwatthana, Matthanee; Saengboon, Saksit (Language Institute, Thammasat University, 2016)
English language tutorial school has gained currency in the field of English as a Second Language Teaching (ESL), leading to increasing attention in research and practices regarding the language teaching and learning in tutorial schools.The present study addressed two questions: What are the teaching methods employed in an English language tutorial school, and what are the students' and teachers' perceptions towards such methods? By examining the teaching methods in an EFL (English as a Foreign Language) tutorial school in Thailand, and how the teachers and learners perceive such methods; this study found that an orderly eclectic teaching method was employed, and the student's and the teachers' perceptions towards the method varied considerably. The result of this study suggested that there should be a combination of both traditional teaching methods and contemporary ones.
A Qualitative Meta-Synthesis of Studies on Learner Reflections: Lessons for English Language Learner Reflection
Loo, Daron Benjamin; Sulankey, Alvina Kullu (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2019)
While reflection has been a common tool for examining the development of teaching and learning practices in the classroom, its use in a language learning setting is still peripheral and minimal. To understand the potential of reflection in supporting language learning, this study presents a qualitative meta-synthesis on selected studies. These studies consider students’ reflection as the main object of inquiry. Ten studies from various disciplines in higher education were analyzed through iterative reading and review. Three categories emerged, which dealt with the research underpinnings of the studies, the participants and context, and the benefits of reflection. These categories were then discussed to provide practical implications for the integration of reflection as a primary learning tool in a language classroom, whilst being cognizant of known issues, such as language learners experiencing difficulties when having to express thought.
A Study of Five Listening Strategies in EFL Classroom for Higher Education Level: A Case Study of Thai-Nichi Institute of Technology
Anuyahong, Bundit (Association of Private Higher Education Institutions of Thailand, 2013)
The purposes of this research were 1) to investigate listening strategies in EFL classroom used by Thai-Nichi Institute of Technology students in five aspects: Metacognitive, Cognitive, Compensation, Memory, and Affective 2) to compare students' five different listening strategies according to gender and academic major, and 3) to gather supplemental suggestions. Research samples were 201 students who enrolled in English courses of College of General Education and Languages, Thai-Nichi Institute of Technology in the second semester of 2011academic year through stratified random sampling technique. The Instrument used for gathering the data were the rating-scale and open-ended questionnaire. The statistics employed for analyzing the data were frequency, percentage, mean, standard deviation, t-test, F-test, and content analysis. The research findings were as follows: 1. TNI students displayed a high level of mastery of the five English listening strategies. The affective strategy was used at moderate level while the remaining strategies were used at high level. 2. There were no statistically significant differences between male and female students. 3. Students with different academic majors showed statistically significant differences in overall and each aspect. Recommendations, implications, and suggestions for applications and future research are also discussed.
A Study of Grammatical and Lexical Errors in Descriptive Writing of First Year Arts Students at Silpakorn University
Suvarnamani, Siwaporn; Lertcharnrit, Thanik (Silpakorn University Research, Innovation and Creativity Administration Office, 2017)
This study investigated grammatical and lexical errors, particularly tense, fragment, and collocation errors, found in the descriptive writing of first year Arts students at Silpakorn University. The study examined the errors found in 180 final exam papers of the first semester for the academic year 2015. Tense errors were identified and classified into 13 types. However, the two most common error types found were the use of Past Simple instead of Present Simple (50.75%) and the use of Present Simple instead of Past Simple (22.39%). Based on the data set, there were 32 instances of fragment errors. From those, omission of the verb was the most common type (16 instances, 50.00%), and all of these were the omission of one particular verb, namely “to be”. This was followed closely by dependent-word fragments (13 instances, 40.63%). Finally, for collocations, a total of 65 occurrences of collocation errors were found in the paragraphs of 51 students. In those 65 occurrences, the use of wrong prepositions was the most common type of error with 34 occurrences (52.30%). The second most common type was the omission of the proper preposition with 18 occurrences (27.69%). Based on interviews to find the reasons behind these errors, it was found that wrong pronunciation, lack of consistency and paying too much attention to content were main causes of the tense errors. In addition, first language (L1) interference was the main cause of the fragment errors and collocation errors were resulted from the overuse of a direct translation method.

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