ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Communication Strategies by Engineering Students in Relation to Exposure to Oral Communication in English at a Thai Private Higher Education Institution
Author: Jindathai, Supatsorn
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Communication Strategies,Listening Comprehension,English (Second Language),Second Language Learning,Oral Language,Measures (Individuals),College Freshmen,Student Attitudes,Correlation,Difficulty Level,Foreign Countries,Classification

This study aims to identify which communication strategies (CSs) are most frequently used by Thai engineering students at Thai-Nichi Institute of Technology (TNI), Thailand and to investigate the relationship between CS use and exposure to oral communication in English. An adapted Metcalfe and Noom-Ura's Oral Communication Strategy Inventory (OCSI) (2013) was used to collect quantitative data from 382 first-year and second-year engineering students whose age ranged from 18 to 24 years during the first semester of 2015 academic year at TNI. Stratified random sampling technique was applied. Statistics used for analysing the data were frequency, percentage, mean, standard deviation, Pearson product-moment correlation, and Stepwise multiple regression. The results of this study showed that students most frequently employed message reduction and alteration strategies to overcome speaking difficulties and mostly reported negotiation of meaning while listening in order to cope with their listening problems. In addition, CS use was significant correlated with exposure to oral communication in English at p &lt;0.01. Additionally, the findings revealed that social-affective and circumlocution strategies were strongly influenced when students experienced oral communication difficulties in English and overcame speaking difficulties inside the classroom whereas fluency-oriented, negotiation for meaning whilst speaking, and accuracy-oriented strategies were strongly influenced by exposure to oral communication when coping with speaking problems outside the classroom. Moreover, only word-oriented strategies were strongly influenced when students were exposed to oral communication and faced with listening difficulties inside the classroom whilst there were not any CS use influencing students when coping with listening problems outside the classroom. The practitioner proposes that this study will provide lecturers with insightful knowledge to find better and more effective communicative methods -- CSs and encourage students to employ the strategies intentionally and skillfully in order to cope with difficulties in their future communication and finally be able to orally communicate with native and nonnative speakers confidently.
The Use of Vocabulary Learning Strategies by Thai EFL Learners Studying Vietnamese as a Third Language
Author: Vo, Thanh Duy
Date: 2016-00-00
Type: Journal Articles
Subjects: Vietnamese,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Undergraduate Students,Vocabulary Development,Learning Strategies,Multilingualism,Taxonomy,Metacognition,Memory,Language Tests,Test Results,Student Attitudes,Thai,Native Language

The present study investigated the use of vocabulary learning strategies (VLSs) by undergraduate Thai EFL students studying Vietnamese as their third language (L3) and examined if there is any relationship between the learners' strategy use and their success. A five-point Likert-scale questionnaire containing 39 items adapted from Schmitt's (1997) taxonomy of VLSs that are classified into five main categories (determination, social, memory, cognitive and metacognitive strategies) was administered to a group of 55 Thai undergraduate students who were taking a basic Vietnamese course for 45 hours. A vocabulary test was also used as another research instrument in order to reveal any correlation between strategy use and vocabulary test results. The descriptive statistics like mean and standard deviation and correlation were used in the study. It was found that Thai EFL learners were moderate strategy users when learning Vietnamese as their L3. Cognitive strategies emerged as the most frequently used ones, and metacognitive strategies were the least frequently used ones. Participants also used different sub-strategies with different levels of frequency. Moreover, there was no significant relationship between the use of strategies and the participants' success.
The Perceptions and Experiences of English Teachers Regarding Large EFL Classes
Author: Watanapokakul, Satita
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Graduate Students,Large Group Instruction,Teacher Attitudes,Class Size,Teaching Experience,Foreign Countries

Large class sizes tend to be a standard feature nowadays of most ESL/EFL classes at the secondary and tertiary education levels in many countries, including Thailand. Chulalongkorn University Language Institute (CULI) too is affected by this phenomenon. To investigate (1) English teachers' perceptions of the optimal class size as well as the advantages and disadvantages of teaching large EFL classes and (2) English teachers' experience teaching large EFL classes, a set of questionnaires was distributed to 70 full-time Thai teachers who teach English courses offered by the institute for both undergraduate and graduate students. Moreover, ten of these instructors were asked to participate in semi-structured interviews to obtain more in-depth information. The data were qualitatively and quantitatively analyzed and discussed.
The Artist Statement as a Genre: Move Analysis with Pedagogical Aims
Author: Damrongmanee, Monthira
Date: 2016-00-00
Type: Journal Articles
Subjects: Artists,Visual Arts,Language Styles,Audiences,English (Second Language),Classification,Foreign Countries,Specialists,Discourse Analysis,Second Language Learning,Writing (Composition),Art,Teaching Methods

Despite the vital role the artist statement plays within the art community, very little research has been done on its rhetorical organization and many artists face challenges when they are required to write one. The present study involves move analysis of a corpus of 69 artist statements written in English by professional visual artists with the aim to determine the move structures, dominant moves, move patterns and communicative purposes. The findings reveal five recurrent moves which were developed by the researcher. They include &quot;providing a self-definition,&quot; &quot;revealing the basis for creating art,&quot; &quot;explaining work process and techniques,&quot; &quot;explaining about one's work,&quot; and &quot;making a connection with viewers.&quot; The findings are presented in detail and genre-based teaching implications are largely discussed in this article.
Towards Global English Horizons
Author: Kanoksilapatham, Budsaba
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Educational Improvement,Foreign Countries,Language Variation,Language Role,Intercultural Communication,Global Approach,Self Concept,Cultural Influences,Language Teachers,Pronunciation,Work Environment

The exigencies of globalization and AEC integration provide an impetus for this paper. In this paper, two major questions are addressed. One, what will happen to the standard varieties of English as a vehicular language for international communication, when the spread of English continues towards global communication? Two, what will happen to a larger number of other local English varieties developed from standard varieties of English in response to the growth of globalization and AEC integration in the ASEAN region? The answers to these two questions culminate in the summary that English is not only the vehicular language for international communication but also a basis for constructing Thai cultural identities. This article, &quot;Towards Global English Horizons,&quot; represents a long and engaging journey that, in turn, empowers and invigorates ELT practitioners in improving English education of Thailand.
The English Oral Reading Fluency Test: Relationships to Comprehension and Test Takers&apos; Attitudes
Author: Tunskul, Thidawan
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Oral Language,Language Fluency,Language Tests,Political Science,Undergraduate Students,Reading Comprehension,Comparative Analysis,Evaluation Methods,Reading Tests,Scores,Accuracy,Intonation,Suprasegmentals,Correlation,Student Attitudes,Test Anxiety,Positive Attitudes,Foreign Countries

This study compared various measures used to assess oral reading fluency skills in relation to reading comprehension. The participants were 54 first year students from the Faculty of Political Science, Chulalongkorn University. An English Oral Reading Fluency (EORF) test and a set of comprehension questions were devised. Then, the scores of rate, accuracy and prosody were compared to investigate to what extent different oral reading fluency measures contributed to comprehension by using multiple regression analysis. The results revealed that only accuracy made a statistically significant unique contribution to comprehension. When focusing on the relationships of each oral reading fluency measure (rate, accuracy and prosody) with comprehension, it was found that there were significant positive moderate correlations between accuracy and comprehension, and prosody and comprehension. In addition, the study examined the test takers' attitudes toward the EORF test regarding their anxiety, attitudes and opinion. The findings indicated that even though some students had exhibited certain signs of anxiety from taking the EORF test, those who experienced no anxiety outnumbered them, and the majority of the test takers had positive attitudes and opinions toward the EORF test.
Communication Apprehension in L1 and L2 among First-Year Students of a Graduate Program for Executives in a Public University
Author: Rimkeeratikul, Sucharat
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,English (Second Language),Second Language Learning,Native Language,Teaching Methods,Learning Processes,Language Teachers,Management Development,Interpersonal Communication,Intercultural Communication,Anxiety,Communication (Thought Transfer),Political Science,College Faculty,Reputation,Institutional Characteristics,English for Academic Purposes,Comparative Analysis,Foreign Countries,Contrastive Linguistics

Executives in the private and government sectors are alike in that they place a major emphasis on communication skills. However, there has never been any research done to investigate communication apprehension (CA) among Thai executives, especially to compare their CA when using Thai (L1) and English (L2). As a result, this study investigated the traitlike CA of 31 adult students in a master's degree program for executives in the political science faculty of a prestigious public university in Bangkok, Thailand, and administered t-tests to compare their CA in L1 and L2. The results indicated no difference in total traitlike CA among the students of this program when they communicate in L1 or in L2. However, the findings suggested that their CA in the category of interpersonal conversations in L1 was higher than that in L2. The findings are expected to enhance the English language teachers' understanding of the students in this executive program, which may improve the teaching and learning process.
Grammatical and Lexical Errors in Low-Proficiency Thai Graduate Students&apos; Writing
Author: Phoocharoensil, Supakorn
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Writing (Composition),Writing Assignments,Error Patterns,Grammar,Error Analysis (Language),English for Special Purposes,Writing Instruction,Native Language,Interference (Language),Transfer of Training,Language Usage,Material Development,Foreign Countries,College Students,Thai

English grammar and lexis seem to be among the most problematic areas in second language (L2) acquisition. A good number of past studies have investigated English learners' different kinds of errors, using a variety of elicitation techniques, such as a translation task, a grammaticality judgment task, a role play, an essay, etc. The current study was undertaken to bridge a gap by exploring low-proficiency Thai English as a Foreign Language (EFL) students' writing, with an emphasis on their grammatical and lexical errors, using a paragraph as the main data collection technique. While there have been numerous studies on English learners' grammatical and lexical errors in productive tasks, e.g. compositions, little research has focused on the written errors of Thai EFL students with a low L2 proficiency level. To address this research gap, the present study examined students' actual errors found in paragraphs from in-class assignments. The present study was conducted to address two research questions: (1) What are the grammatical errors made by Thai EFL students with low proficiency in their L2 English writing?; and (2) What are the principal causes of these grammatical errors? The participants of the study were recruited from the total of 15 students enrolled in an academic writing skill development course in the Diploma Program in English for Careers (DEC). The study revealed some interesting findings in regard to Thai English learners' errors in writing. Although the data was collected from only two paragraphs written in a classroom, some of the major problems with which Thai EFL students are usually confronted in L2 English writing were witnessed. Not only can these errors be attributed to the learners' L1 influence, but they also seem to have resulted from learners' confusion over the target language, the grammatical system of which is evidently complex. Overall, lexical errors were far smaller in number than grammatical ones. Put differently, the latter appear to be more problematic, especially when verbs, articles, and word classes are taken into consideration. EFL instructors in Thailand, based on the research findings presented in this article, can develop some teaching materials concentrating on the real errors frequently troubling students' L2 English learning in the hope that their lessons and materials will be able to address the students' actual problems, thus reducing the chance of error production in their writing.
The Expectations of Adulting: Developing Soft Skills through Active Learning Classrooms
Author: Stalp, Marybeth C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Skill Development,Active Learning,Blended Learning,Interpersonal Competence,Critical Thinking,Communication Skills,Cooperative Learning,Transformative Learning,Computer Uses in Education,Learner Engagement,Outcomes of Education

The technologically enhanced classroom assists students in developing their interpersonal, or soft skills, and helps them strengthen needed competencies as they move into their careers. This may be particularly helpful for contemporary students, who have grown up interacting with others electronically, via text message, Instagram, and the like. Once on campus, students must adapt to increasing expectations of adulthood: along with becoming more responsible and independent critical thinkers, they must also be able to speak effectively with others face-to-face and to negotiate relationships in groups, skills that they often noticeably lack.
The Impact of New Collaborative Learning Spaces on Tertiary Teacher Practice
Author: Haines, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Space Utilization,Educational Practices,College Faculty,Active Learning,Teacher Attitudes,Student Centered Learning,Classroom Design,Furniture,Educational Technology,Foreign Countries,Classroom Techniques,Teacher Role,Intention,Facilitators (Individuals)

Institutions may invest heavily into building and equipping new learning teaching spaces with the intention of encouraging active and collaborative learning to occur. However, there may not be a concomitant shift in teachers' existing pedagogical practices. This qualitative study examined the perspectives of thirty-two tertiary teachers across a range of disciplines at a single institution. The findings suggest that working in new collaborative learning spaces challenged many participants to make changes to their existing practices that moved them along a possible continuum to be more facilitative and learner-centered in their approach.
Identifying Thematic and Rhetorical Patterns in Research Project Abstracts of Thai EFL Engineering Undergraduates
Author: Na-on, Rungrudee
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Patterns,Undergraduate Students,Engineering Education,Documentation,Writing Skills,English for Academic Purposes,Second Language Learning,Research Projects,Classification,Writing Evaluation,Discourse Analysis,Thai,Native Language,Connected Discourse,Teaching Methods,International Programs,Writing Instruction,Second Language Instruction,Foreign Countries

The aim of this study is to identify cohesion in the research project abstracts of Thai EFL engineering undergraduate students and to determine the writing patterns of their abstracts. Thirty-nine abstracts (200-300 words in length) from the faculty of Engineering in three different disciplines of the International Program were compiled and analyzed to identify manifested writing patterns by using Paltridge's (2006) Thematic Progression classification. The findings show that Linear and Constant Thematic Progression patterns tend to be predominantly utilized. The Rhetorical Structure (as in IMRD) of these abstracts was considered in relation to Thematic Progression patterns. Analyzing the &quot;within moves&quot; and &quot;across moves&quot; of IMRD for each abstract shows that Constant and Linear Progression patterns were common. Another common feature was the omission of the Discussion section in the IMRD Rhetorical Structure. This may be in consequence of the different Rhetorical Structures employed among English and Thai writers. It is expected that Thematic Progression patterns and Rhetorical Structures could benefit teachers and students alike in abstract writing pedagogy in order to make abstract writing less difficult and more cohesive which espouses overall coherence in turn.
A WordPress-Based Instructional Model for Developing Semantically-Driven Academic Writing Lessons for Thai EFL University Students
Author: Thienthong, Atikhom
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition),Grammar,Correlation,Persuasive Discourse,Academic Language,Undergraduate Students,Writing Skills,Semantics,Writing Instruction,Teaching Methods,Management Systems,Specialists,College Students,Web Sites,Constructivism (Learning),Web Based Instruction,Lesson Plans,Foreign Countries

Writing is a meaning-making process in which a writer deploys lexico-grammar as an interpersonal resource to manage an interplay between self-representation and social dimensions for a credible and persuasive argument. As the first part of an ongoing study, this article proposes a WordPress-based Academic Writing (WAW) instructional model that serves as a guiding conceptual framework for developing online meaning-driven lessons (thereafter WAW lessons) to advance undergraduate students' academic writing skills. The WAW instructional model aims to implement a semantically-focused approach, web-based technology as a content management tool, and constructivism as a theoretical underpinning. Guided by three instructional systems design (ISD) models: ADDIE, KEMP, and SREO, it consists of six necessary phases: Analyze, Design, Develop, Assess, Implement, and Evaluate. The prototype model was evaluated for its applicability by three experts and the WAW lessons were trialed with the target students. The findings showed that the WAW instructional model was evaluated as 'very appropriate' and that the WAW lessons were efficient. These findings suggest that the WAW instructional model can be implemented as a viable conceptual framework for the present study.
A Pedagogical Perspective of Translanguaging in the ASEAN Context: A Lesson from Blogging
Author: Deocampo, Marilyn Fernandez
Date: 2016-00-00
Type: Journal Articles
Subjects: Multilingualism,Code Switching (Language),Journalism,Electronic Publishing,Foreign Countries,Cross Cultural Studies,Social Bias,Censorship,Semiotics,Language Usage,Ethnicity,Cultural Pluralism,Second Language Learning,Second Language Instruction,Web Sites,Social Attitudes,Dialects,Language Variation,Tagalog,English (Second Language),News Reporting,Discourse Analysis

The focus of this study is to highlight how multilingual society such as in the Philippines and Singapore use &quot;translanguaging&quot; (Garcia, 2009), an umbrella term which is more than &quot;hybrid languages&quot; (Gutierrez et al., 1999) and &quot;code-switching and code-mixing&quot; (Bautista 2004; Mahootian, 2006) in journalistic blogs provided by &quot;yahoo.sg&quot; and &quot;yahoo.ph.&quot; Translanguaging is a linguistic resource used by various respondents to express their thoughts and feelings. The data in this study suggests that the majority of the participants exhibit a high degree of social intolerance mainly because their blogs are uncensored. The interaction among the participants through translanguaging was maintained using linguistic resources such as their varying language abilities and other semiotic devices found in journalistic blogging. This present paper focuses on one area that was of topical interest in Singapore and The Philippines: &quot;education.&quot; The implications of this study may well be that diverse ethnic backgrounds, allied to diversity in societies illustrate that people's linguistic repertoires, &quot;reflect the polycentricity of their environments&quot; and is important to education specifically in language learning (Blommaert &amp; Backus, 2013, p.20).
Thai EFL University Teachers&apos; Beliefs and Practices about Vocabulary Learning Strategies
Author: Pookcharoen, Suphawat
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Correlation,Learning Strategies,College Faculty,Language Teachers,Context Effect,College Students,Foreign Countries

Over the past two decades, research has increasingly accentuated the relationship between language teachers' beliefs and their pedagogical practices. Relatively few studies, however, have been dedicated to the teachers' beliefs and practices with respect to vocabulary instruction, despite the pivotal role that vocabulary acquisition plays in language learning. This mixed methods study seeks to bridge the gap by investigating intricate relationships between Thai EFL university teachers' beliefs and pedagogical practices regarding specifically vocabulary instruction. A questionnaire was administered with twenty-four teachers, five of whom subsequently participated in a follow-up semi-structured interview. The results indicate that although the teachers were aware of and employed a wide range of vocabulary learning strategies, there existed discrepancies between the teachers' perceived usefulness of strategy and the frequency of strategy use in their instructional practices. This incongruence was attributable to various contextual factors, affirming that relationships between teachers' beliefs and practices were highly controversial and complex. Pedagogical implications and recommendations for further research are also discussed based on the findings of the current study.