ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Affecting EFL Teachers&apos; Motivation in Thai University: A Case Study of EFL Teachers at Tertiary Level
Author: Syamananda, Pimpan
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Teachers,College Faculty,Teacher Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Attitudes,Scores,Comparative Analysis,Teacher Student Relationship,Peer Relationship,Faculty Workload,Teacher Salaries,Job Satisfaction

This study aimed to find out factors that motivate and demotivate EFL teachers in Thai university. The participants were 70 Thai teaching staff at Chulalongkorn University Language Institute in Thailand. A self-completed open-ended and close-ended questionnaire was devised. Then, the scores of rate and responses were compared to investigate the factors that affect EFL teachers' motivation. The result revealed that teachers value interpersonal relationships with students and colleagues along with other intrinsic motivations such as imparting knowledge and providing service to society. The result also showed that teachers are demotivated by extrinsic factors such as heavy workload and low salary which are believed to lead to job dissatisfaction.
The Effect of Reading Strategy Instruction on Thai EFL Adult Learners&apos; Reading Strategy Awareness
Author: Chumworatayee, Tipamas
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Instruction,Reading Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Graduate Students,Remedial Instruction,Student Attitudes,Teaching Methods,Textbooks,Scores,Comparative Analysis,Problem Solving,Metacognition,Instructional Effectiveness,Course Descriptions,Foreign Countries

The purpose of this study was to determine the possible effect of the implementation of reading strategy instruction on Thai EFL adult learners' reading strategy awareness. A total of 113 postgraduate students taking a remedial reading course responded to the pre- and post-adapted version of Survey of Reading Strategies (SORS) (Mokhtari &amp; Sheorey, 2002) by Zhang and Wu (2009). After the students' existing reading strategy awareness was determined, they were explicitly taught reading comprehension strategies using a course book titled &quot;Ready to Read More: A Skills-based Reader&quot; for one semester (14 three-hour sessions). Right after the strategy training, the students' awareness of reading strategies was determined again. Analysis of the data collected consisted of descriptive statistics comparing mean scores of the 28 reading strategies in the pre- and post-SORS. The t-tests for non-independent samples were then utilized to see if there was a significant difference between the mean scores of each individual reading strategy. The findings indicated that 23 out of 28 reading strategies were found significantly different. Descriptive statistics were also used to compare the mean scores of the three categories of reading strategies in the pre- and post-SORS (global, problem-solving and support reading strategies) and the overall mean scores. As a whole, the results show a marked improvement in the students' reading strategy awareness of the overall reading strategies and the overall reading strategies of the three categories. The findings revealed that the one-semester implementation of reading strategy instruction could raise Thai EFL adult learners' awareness of reading strategies. The findings of the study have pedagogical implications for teachers in the realm of EFL reading strategy instruction. To help Thai EFL adult learners to become independent readers, teachers should provide them with explicit reading strategy instruction. As this study demonstrates, Thai EFL adult learners benefit from receiving a direct explanation of strategies; thus, teaching them reading comprehension strategies explicitly is a key for success.
An Investigation of Vocabulary Size of Thai Freshmen and Its Relationship to Years of English Study
Author: Mungkonwong, Penprapa
Date: 2017-00-00
Type: Journal Articles
Subjects: College Freshmen,Correlation,Prior Learning,Compulsory Education,Public Colleges,Private Colleges,Foreign Countries,High School Graduates,Vocabulary Development,Second Language Learning,English (Second Language),Language Skills,Time Factors (Learning)

The specific size of vocabulary has been prescribed in Thailand's basic education curriculum for decades, but less is known about Thai students' vocabulary size. This study focused on Thai freshmen who just finished their 12 years of basic education. The objective of the study was to assess their vocabulary size and examine the relationship between vocabulary size and years of study. The participants were 484 Thai freshmen from four public universities and three private universities across Thailand. The results showed that Thai freshmen possessed around 4,200 word families. The Pearson correlation coefficient between vocabulary size and years of study was significant and positive yet relatively weak (r=0.201, p&lt;0.01) which indicated that years of study were partly related to vocabulary size.
A Corpus-Based Study of English Synonyms: Appropriate, Proper, and Suitable
Author: Petcharat, Natthapon
Date: 2017-00-00
Type: Journal Articles
Subjects: English,Definitions,Grammar,Dictionaries,Form Classes (Languages),Nouns,Computational Linguistics

This study investigates three English synonyms, i.e. &quot;appropriate,&quot; &quot;proper,&quot; and &quot;suitable,&quot; concentrating on meanings, degrees of formality, collocations, and grammatical patterns. The sources of data used in this study are 1) three dictionaries, i.e. Longman Dictionary of Contemporary English 6th edition (2014), Longman Advanced American Dictionary 3rd edition (2013), and Macmillan Collocations Dictionary (2010), and 2) the Corpus of Contemporary American English (COCA). It was discovered that the three synonyms share the same core meaning, but still differ in terms of detailed meanings, degrees of formality, collocations, and grammatical patterns. For this reason, the three words cannot be used interchangeable in all contexts. In addition, it was found that the corpus provides some additional data which is non-existent in the three dictionaries.
The Influence of Task-Based Learning on ELT in ASEAN Context
Author: Bunmak, Nitinath
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Task Analysis,Second Language Instruction,Teaching Methods,Communicative Competence (Languages),Problems,English Teachers

Since task-based learning was proposed in the field of second language acquisition in the 1980s, the popularity of this teaching approach has risen due to the effectiveness in enhancing learners' communicative competence. To complete tasks, learners have opportunities to use the target language in various situations so that they can transfer what they learned in the English classroom in real-life. In the past decade, task-based learning has received increased attention from educators and researchers from all around the world. This article provides the evidence for the influence of task-based learning on ELT in ASEAN context and discusses how teachers and educators in ASEAN context have responded to this teaching method. Additionally, the article also identifies the problems with using task-based learning found in Asian countries. The conclusion is that in order to implement task-based learning effectively, EFL teachers and educational institutions must carefully create teaching syllabi, activities in the classroom and assessments which are suitable for language learners' characteristics, levels of proficiency and limits of the classroom in particular countries.
An Investigation of Reading Attitudes, Motivaiton and Reading Anxiety of EFL Undergraduate Students
Author: Torudom, Kanyaporn
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Attitudes,Reading Motivation,Anxiety,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Language Proficiency,Student Attitudes,Science Education,Majors (Students),Measures (Individuals),Correlation,Classroom Techniques,Foreign Countries

Reading appears to be a major issue for Thai students. Reading in the second language, in particular, has become a great concern for Thai EFL learners. This study investigated reading attitudes, reading motivation, and reading anxiety of 494 first-year science and non-science Thai undergraduate students who possessed different levels of English language proficiency. Adopting a quantitative approach, the study used Erten and colleagues' (2010) Foreign Language Reading Attitudes and Motivation Scale (FLRAMS) and Saito and colleagues' (1999) Foreign Language Reading Anxiety Scale (FLRAS) as research instruments to survey the participants. The findings in this study revealed that there was a significant negative correlation between the participants' reading attitudes and motivation, and reading anxiety. Moreover, the results showed a significant difference between science major and non-science major students in foreign language reading attitudes, motivation and reading anxiety. The results also showed a significant difference between language proficiency levels in foreign language reading attitudes, motivation and reading anxiety. The study provides implications in reading class management based on students' disciplines and English language proficiency levels.
A Framework of Reference for English Language Education in Thailand (FRELE-TH) -- Based on the CEFR, the Thai Experience
Author: Hiranburana, Kulaporn
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Academic Standards,Second Language Learning,Language Proficiency

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.
The Relationship between English Self-Efficacy and English Learning Achievement of L2 Thai Learners
Author: Kitikanan, Patchanok
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Self Efficacy,Second Language Learning,Foreign Countries,Achievement,College Seniors,Majors (Students),Grade Point Average

Most studies to date have explored the contribution that self-efficacy has on learning performance within each aspect of language learning. For example, how self-efficacy in listening contributes to improved listening performance. This paper will look at how self-efficacy in any aspect of language learning can make a positive contribution to the overall English learning performance. This study comprises three aims: 1) to investigate the learning achievement in English learning of the second language (L2) Thai learners; 2) to examine the levels of English self-efficacy of the L2 Thai learners on four aspects; and 3) to explore the relationship between each aspect of English selfefficacy and the English learning achievement of the L2 Thai learners. The subjects of this study were 32 Thai, fourth-year, English major students. The questionnaire to explore self-efficacy for four aspects of English is composed of 32 questions (8 questions for each aspect). The English learning achievement was measured by GPA of the English compulsory modules. The first two aims were answered with descriptive statistics. The last aim was answered using Pearson's correlations. The results showed that 1) all subjects had reached half (2.00) of the total GPA point (4.00); 2) each aspect of self-efficacy had relatively similar scores - around five from seven; and 3) English self-efficacies of all four skills had significant positive correlation to the English learning achievement, i.e. for self-efficacies of all English aspects, the higher self-efficacy, the higher English learning achievement students had. The results of this study suggest the importance of the self-efficacy in all language aspects on the overall success of English learning. They also suggest that developing only one aspect of self-efficacy might improve the overall English language achievement.
&apos;Your Teacher Is Kind, My Teacher Is Mean&apos; Exploring Teachers&apos; Kindness from Thai Tertiary Students&apos; Perspectives
Author: Wadsorn, Nussara
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Empathy,Teacher Student Relationship,College Students,Teacher Characteristics,Thai,Student Motivation,College Faculty,Language Teachers,Native Language,Second Language Learning,Second Language Instruction,English (Second Language)

This article probes Thai tertiary students' perspectives on kind teacher characteristics. The Thai word &quot;jaidee&quot;, which means kind, is commonly used by Thai students, in an institution under study, to describe a desirable quality in teachers with whom they select to enroll. While it is appreciable that empathy is a trait expected in good teachers in general, the question remains why such a quality is vigorously sought out by students at the higher education level. Focus groups and written reflections were employed to elicit the perceptions of ten students at entry and exit levels. Six themes have emerged from the data analysis which demonstrates that, to these students, kindness encompasses more than just empathy, care, and understanding. Findings from this preliminary study will form a basis for further quantitative study which will ultimately shed light on teachers' roles, teacher-student relationships and student motivation in learning.
Zone of Proximal Development, Dynamic Assessment and Learner Empowerment
Author: Toomaneejinda, Anuchit
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,Foreign Countries,Alternative Assessment,Language Teachers,Teaching Methods,Language Tests,Problem Solving,Ability

The use of medical metaphors of different types of language tests such as diagnostic test, a screening test, a remedial test have misled many language teachers and educators into believing that such tests are panacea for all L2 learning difficulties and ensure successful language learning. They seem to put an overemphasis on learning product rather than learners' developmental process and on language teachers' decisions instead of learners' participation. Also, they tend to be oblivious to individual and contextual differences. The incorporation of dynamic assessment embedded into the zone of proximal development is expected to give the learner ample opportunity to develop through the right format of assessment, which would make testing not only an inseparable part of learning but also an empowering one. As such, the learner will become active agents in the testing processes and progress along their own development path, as well as a product of good collaboration between the process and teaching practices.
Aligning CTE Courses to Local Labor Markets
Author: Northern, Amber M.
Date: 2019-09-00
Type: Journal Articles
Subjects: Vocational Education,Alignment (Education),Labor Market,Demand Occupations,High Schools,Education Work Relationship,Gender Differences,Racial Differences,High School Students

The 2018 reauthorization of the Perkins Act--the principal federal program supporting career and technical education (CTE)--expressly aims to &quot;align workforce skills with labor market needs.&quot; But it does little to define or operationalize such alignment. Likewise, the Foundation for Excellence in Education admonishes states to phase out &quot;dead end&quot; CTE programs that &quot;do not reflect labor market demand&quot; and &quot;develop new programs of study to address gaps in industry demand.&quot; Here's the catch: Every local labor market is different. Occupations that might be a smart bet in Canton may not be so in Kansas City. High school graduates tend not to move to where the jobs are. Specifically, &quot;the median distance Americans live from their mother is 18 miles, and only 20 percent live more than a couple of hours' drive from their parents.&quot; As state boards of education begin work on their long-term plans to implement Perkins V, they will need to reckon with young people's immobility. Students' hometowns need to do far better at readying them to succeed at local colleges and in local careers, and state boards and state education agencies can do much to help make CTE courses more relevant to local labor markets. Four ideas are detail that could assist state boards and state education agencies in achieving that goal.
Four Strategies to Address Equity in CTE
Author: Estes, Austin
Date: 2019-09-00
Type: Journal Articles
Subjects: Equal Education,Vocational Education,Data Use,Family Involvement,Student Participation,Barriers,Access to Education,Educational Environment

An evolution has taken place in Career and technical education (CTE) over the past few decades. CTE students often go on to graduate high school, enroll in college, and secure high-wage employment at higher rates than their peers. Every learner should have the opportunity to benefit from CTE, but even today many students cannot access these high quality programs. According to state and national CTE leaders, high-quality CTE programs are more likely to prevail in areas with more concentrated wealth, where communities can afford to equip classrooms with state-of-the-art equipment and attract experienced teachers with competitive salaries. Furthermore, the CTE teacher workforce is overwhelmingly white, while the majority of the U.S. student population is not. Having improved the quality and relevance of CTE, state policymakers find themselves faced with an entirely new dilemma: ensuring access and success for all. Addressing equity in CTE requires first recognizing its conflicted history and taking steps to dismantle historical barriers and construct systems that help each learner access and complete a high-quality CTE program of study where they feel welcome and can participate fully. This article details some strategies CTE program administrators can implement to better serve marginalized populations; (1) Remove barriers to access; (2) Take steps to ensure learner success; (3) Make a path forward with the right policies, systems and attitudes; and (4) Members of state boards of education must ask the right questions of state agencies and encourage leadership to capitalize on the new opportunities in Perkins V. During planning, state boards should be asking the following questions: (1) How will Perkins V funds support increased access to special populations to close equity gaps and increase attainment of industry credentials; (2) What is the right division of resources between secondary and post secondary programs; and (3) How will the expanded reserve fund be used to incentivize high-quality CTE programs and encourage innovation?
High-Quality Career Readiness for All Students
Author: Mathers, Kathleen
Date: 2019-09-00
Type: Journal Articles
Subjects: Career Readiness,Vocational Education,Educational Policy,Accountability,Work Experience Programs,School Business Relationship,Educational Quality

Significant economic shifts--spurred by rapid technological advancement and the Great Recession--fundamentally altered the path toward economic security and self-sufficiency in the United States, with major consequences for education and work. More states and communities are prioritizing career pathways that start in high school and culminate in a postsecondary credential, and students are exploring their career interests earlier. As this shift takes hold, state boards of education can play a vital role in ensuring that high-quality opportunities are available to all students, especially those who are disproportionately underrepresented in high-value job fields. Individuals with only a high school diploma have about a 30 percent chance of earning more than $30,000, a year, and most that do are male. Recent workforce projections recognize, however, that not all students need a bachelor's degree to thrive in the workforce. Nationally, more than 30 million &quot;good jobs&quot;--ones that provide a family sustaining wage--are held by individuals with less than a bachelor's degree and more than a high school diploma. This level of post secondary education and training--post secondary certificates, journeyman licenses, industry-recognized credentials, and associate degrees-- represents a significant opportunity. In fact, nearly a third of all associate's degree holders and many workers with one-year certificates earn more than the average worker with a bachelor's degree. Over the past four years, in particular, the country has witnessed increased momentum toward high-quality career readiness for all students. During that time, nearly every state has passed legislation pertaining to career readiness or career and technical education (CTE), accounting for more than 600 bills total. This article details three areas that account for the most policy growth: (1) Employer engagement; (2) Accountability; and (3) Work-based learning. Also discussed are actions Board members should take to put all students on a path to economic opportunity. States have a responsibility to make sure all students, especially those from traditionally under served backgrounds, have the skills and knowledge they need to be successful in life after high school.