ethanporcaro/eric-fulltext-meta huggingface dataset:
Metaphorical Concepts of the Current Education System in Thailand
Author: Wongthai, Nuntana
Date: 2022-00-00
Type: Journal Articles
Subjects: Figurative Language,Linguistic Theory,Guides,Quality Assurance,Educational Quality,Web Sites,Higher Education,Public Agencies,Educational Trends,Competition,Innovation,Creativity,Teacher Student Relationship,Computational Linguistics,Language Usage,Foreign Countries

The present study draws upon Conceptual Metaphor Theory, its findings revealing the core concepts of the current education system in Thailand. The data is gathered from fourteen handbooks concerning quality assurance in education published on the website of the Bureau of Higher Education Standards and Evaluation, Office of the Higher Education Commission and the Education Criteria for Performance Excellence; website of Ministry of Higher Education, Research and Innovation. The results show that students are metaphorically understood as customers, products, business persons, resources, and engines; instructors as engines and artisans; and academic institutions as service industry organizations, producers, engines, depositories of wisdom, and combat units. The engine metaphor is found in every element of the education system, reflecting the fact that the Thai education system tries its best to develop people in order to ensure they can remain up-to-date with contemporary trends and function effectively in a highly competitive global environment. Moreover, the study sheds light on the effects of the &quot;student-as-customer&quot; metaphor, one which may cause a deterioration in students' creativity and enthusiasm as well as in the quality of student-instructor relationships.
Needs Analysis on an English Textbook Entitled English for International Business
Author: Rimkeeratikul, Sucharat
Date: 2022-00-00
Type: Journal Articles
Subjects: Needs Assessment,Business English,Second Language Learning,Second Language Instruction,English (Second Language),Masters Programs,English for Special Purposes,Textbook Preparation,Graduate Students,Employer Attitudes,Elective Courses,International Trade,Business Administration Education,Content and Language Integrated Learning,Language Skills,Foreign Countries

Using the framework of CLIL for the content and ESP for the language functions, this research investigated and analyzed the needs of current MA students, MA graduates and prospective employers as the basis for designing a textbook for an elective course entitled English for International Business. The results of a survey of 42 MA students, 48 MA graduates, and 35 prospective employers of MA graduates revealed what topics of international business and what English language functions in writing and speaking needed to be included. Moreover, in-depth interviews were conducted with two MA students, two MA graduates, and four prospective employers of MA graduates to gain a deeper understanding of the responses and the results from the survey data. All in all, the results from the survey and in-depth interviews can enable the writer of the textbook to proceed with the project in a clearer and more specific direction to serve the needs of the stakeholders of this English course offered by the university in the current study.
Perceptions of In-Service Teachers towards CLIL and CLIL Teachers&apos; Target Language and Intercultural Competences: The Context of English-Medium Instruction Schools in Thailand
Author: Taylor, Pimsiri
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Content and Language Integrated Learning,Cultural Awareness,Linguistic Competence,English (Second Language),Language of Instruction,Second Language Instruction,Foreign Countries,College Faculty

This study is aimed at investigating the perceptions of inservice English-medium instruction (EMI) teachers towards CLIL and CLIL teachers' target language and intercultural competences. The participants were 59 Thai/local and international native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) at EMI schools in Thailand. The participants attended the one-day CLIL teacher training workshop used as the research context of the study. Questionnaire and audio recordings of the workshop were used as instruments in collecting both quantitative and qualitative data. Results indicated that Thai teachers generally perceived their CLIL knowledge and competences as the lowest in all areas. International NNESTs, by contrast, ranked themselves the highest in most areas, except for overall target language competence, where their perceived competence was slightly lower than international NESTs. These results can raise question of whether NESTs are more competent in EMI classrooms. Through thematic analysis, it was found that opportunities to learn and share about CLIL, to use English in intercultural settings, and to learn about intercultural awareness can contribute to EMI/CLIL teacher competences. Recommendations are provided regarding CLIL teachers' professional development for local and international teachers in the Thai EMI school contexts and alike.
Promoting EFL First-Year Students&apos; Autonomy through Consultation Services
Author: Sappapan, Pattama
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Independent Study,Needs Assessment,Pretests Posttests,Scores,Consultation Programs,Educational Improvement,Foreign Countries,Academic Advising,Educational Strategies

In English Language Teaching (ELT), consultation sessions are essential and complementary elements in enabling learners to improve their English proficiency as well as to regulate their self-directed skills. The purpose of this study was threefold: (1) identify the students' perceptions of their English skills and consulting needs, (2) explore whether consultation sessions can foster autonomy, and (3) investigate their opinions regarding the consultation sessions. Based on a convenience sampling method, data from 417 first-year students regarding language needs analysis and consulting needs were analyzed through descriptive statistics. From these results, one-on-one consultation sessions were initiated and implemented with a small number of students who volunteered to participate as advisees. Towards the end of the consultation sessions, student pre- and post- self-evaluation scores were analyzed. The findings suggest that consultation sessions yield positive results in improving students' self-directed learning skills which has the potential to enhance learner autonomy. The students also find the consultation sessions helpful and contribute to the success of their learning English.
Reactions of Teachers and Students towards the Implementation of Performance-Based Language Assessment: A Washback Study in Hokkaido, Japan
Author: Chinda, Bordin
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,Testing Problems,Second Language Learning,Second Language Instruction,Test Anxiety,Performance Based Assessment,Foreign Countries,Language Teachers,Student Attitudes,Communication Skills,Scoring Rubrics,Feedback (Response),Retention (Psychology),English (Second Language)

This qualitative study investigated the washback of performance-based assessment used by three English language teachers in Hokkaido, Japan, each of whom implemented their own course-specific assessments. The study employed qualitative research of an in-depth interview with 15 students and a self-reflective method from 3 teachers. Teachers demonstrated different approaches in implementing performance-based language assessment. However, they agreed that this type of assessment could enhance students' communicative skills and rubrics were crucial in the assessment process. In terms of washback on students, they found that performance-based assessment, with detailed feedback, provided learners with a comfortable and challenging learning environment, leading to self-developed English performances, feelings of accomplishment, and better retention of English used in the presentations. However, some students found performance-based assessment demanding, causing anxiety. The findings suggest that when implementing performance-based assessment teachers should consider different aspects of the assessment to create positive washback.
Student Motivation and Academic Achievement in Online EFL Classes at the Tertiary Level
Author: Ozer, Omer
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Academic Achievement,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Student Attitudes,Attitude Change,Online Courses,Scores,Language Tests,Correlation,Predictor Variables,Conventional Instruction,Preferences,Undergraduate Students

This study examines the impact of EFL learners' learning experiences in a virtual classroom on their academic motivation and achievement. It also explores students' reasons for changes in their motivations and their perspectives on learning a foreign language online. The study used the explanatory, sequential mixed-methods design. A total of 144 foreign-language learners at a state university in Turkey participated in this study. An online survey was used to collect students' academic motivation scores at the beginning and the end of an academic term. Ten students from the decreased and the increased motivation groups were recruited for online semistructured interviews. Besides motivation, students' language development was measured using pre- and posttest scores on skill-based exams. Correlations show a moderate positive correlation between motivation and academic achievement. Motivation was also a significant predictor of students' grades. The findings also showed that students' motivation to learn English in a digital classroom decreased over time. Through thematic analysis of the qualitative data, three major themes emerged: motivation-related factors, negative attitudes towards online learning and the benefits of online learning. One common characteristic was that students would prefer face-to-face learning and they also believed that in-class and out-of-class interactions were limited in online learning.
Systematicity of L2 Interlanguage of Stress Assignment in English Compound Nouns and Phrasal Verbs by L1 Thai Learners
Author: Tangtorrith, Nipaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Phonology,Interlanguage,Correlation,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Nouns,Phrase Structure,Verbs,Linguistic Theory,Sentences,Accuracy,Transfer of Training,Native Language,Thai,Undergraduate Students,Foreign Countries

This study aimed to investigate the production of stress in English compound nouns and phrasal verbs by L1 Thai learners. Based on the Interlanguage Hypothesis (Corder, 1982; Selinker, 1972), it was hypothesized that (1) there is a positive relationship between English proficiency levels and accuracy in stress assignment in compound nouns and phrasal verbs; and (2) L1 Thai learners' systematicity of L2 English stress placement is influenced by L1 transfer. The participants were 60 first-year undergraduates who were equally divided into two groups, namely intermediate and advanced groups, based on their English proficiency levels. All the participants were required to read sentences containing three different types of compound nouns in the first task and read sentences containing compound nouns and their corresponding phrasal verbs in the second task. Their readings were analyzed using an independent-samples t-test and ANOVA. Although the advanced learners outperformed their intermediate counterpNaarts in assigning stress in both tasks, the statistical results indicated a correlation between English proficiency levels and accuracy in stress placement only in compound nouns, but not in phrasal verbs. It was assumed that such systematicity found in the learners' IL resulted from the interlanguage factor of language transfer.
Thai EFL Learners&apos; Knowledge of Congruent and Incongruent Academic L2 Collocations
Author: Khantiwong, Waraphorn
Date: 2022-00-00
Type: Journal Articles
Subjects: Phrase Structure,Second Language Learning,Second Language Instruction,English (Second Language),Academic Language,Thai,Native Language,English for Academic Purposes,Vocabulary Skills,Teaching Methods,Foreign Countries,Semantics,Undergraduate Students,Language Tests,Knowledge Level

This article reports the results of a study that explored Thai EFL learners' repertoire of congruent and incongruent academic English (L2) collocations in relation to their native-Thai language (L1) and academic experience. Eighty Thai tertiary students performed a gap-filling translation test on 15 congruent and 15 incongruent collocations by providing equivalent L2 collocates. The results indicated that the students' greater exposure to academic discourse increased their acquisition of academic collocations. However, overall they demonstrated insufficient knowledge of academic collocations, especially incongruent L1-L2 combinations. This is because they depended heavily on their L1 lexicon and general L2 lexis to compensate for their lack of knowledge and awareness of typical academic L2 collocations. The results suggest that although L2 exposure has a facilitative effect on collocation acquisition, it is still imperative that EFL learners receive explicit instruction which is devoted to elaborating and disambiguating the L1 and L2 meanings of academic collocations and their component words in isolation.
The Relationship between Metalinguistic Knowledge and the Identification of Thai Vowel Length by Chinese Learners before and after Praxis Intervention
Author: Shengnan, Zhang
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Thai,Vowels,Metalinguistics,Knowledge Level,Pronunciation,Praxis,Second Language Instruction,College Students,Mandarin Chinese,Intervention,Phoneme Grapheme Correspondence

As there is no vowel length contrast in Chinese, Chinese learners of Thai (CLTs) often have difficulty distinguishing between short and long vowels, especially when the same vowel grapheme in Thai orthography can be pronounced as both a short and a long vowel. This study examined the importance of metalinguistic knowledge (MLK) used by CLTs before and after praxis intervention with the aim of providing insight into the relationship between MLK and L2 acquisition. Twenty CLTs and ten Thai native speakers were tested for their ability in identifying Thai vowel length. The CLTs were divided into two subject groups following the pre-test. The first group (CH1) was given only exercises, while those in the second group (CH2) were also taught rules. The two groups were tested for accuracy and reasoning behind a given identification. Two-tailed t-test results show statistically significant differences in scores of CH1 and native speakers and a positive relationship between accuracy in identification and L2 learners' MLK, including the ability to identify, describe, and explain L2 vowel length. Importantly, CH2 performed better in the post-test than those in CH1, suggesting that MLK helps enhance L2 acquisition. In addition, the results of a mixed-effect regression model show that four factors (group, stimuli type, tone, and structure) influenced the identification scores of CLTs.
When Lexical Inferencing Failed: An Investigation into Strategy Use and Factors Underpinning Less Successful Lexical Inferencing
Author: Rutamornchai, Nuttapong
Date: 2022-00-00
Type: Journal Articles
Subjects: Inferences,Second Language Learning,Second Language Instruction,English (Second Language),Reading Processes,Reading Strategies,Context Effect,Cues,Vocabulary Skills,Grammar,Prior Learning,Graduate Students,Masters Programs,Applied Linguistics,Foreign Countries

EFL learners commonly infer word meanings while reading. However, previous research suggested that a large number of lexical inferencing attempts were far from success (Nylander, 2014; Qian, 2005). This study aims to examine possible factors of failure in lexical inferencing, with strategy use as a main focus. Eight participants were asked to read an authentic academic text and infer meanings of unknown words. A retrospective interview was conducted to investigate the words inferred, meanings obtained, and lexical inferencing strategies used. This study confirmed the high amount of failure or less successful inferencing attempts. Qualitative analysis of the inferred words in context and strategy use in the less successful cases suggested that lexical inferencing is a complex and demanding process. It intertwined a combination of underlying factors including strategy use, characteristics of the inferred words, contextual clues, and such learners' factors as vocabulary breadth and depth, grammatical knowledge, and background knowledge. These findings imply a pressing need in enhancing effectiveness of lexical inferencing of EFL learners.
Supporting Leadership Development: Women Academics in the Hong Kong Academy
Author: Aiston, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Women Faculty,Leadership Training,Barriers,College Faculty,Gender Bias,Power Structure,Cultural Influences,Asian Culture,Teacher Attitudes,Women Administrators,Role Models,College Environment,Disproportionate Representation

This quantitative and qualitative study explores the leadership challenges for women academics in the Hong Kong academy. It is informed by the theoretical lens of intersectionality and Mohanty's feminism, which seeks to give a voice to women in different nations and regions. Findings show that the majority of women did not feel supported to enter a leadership role and that the perceived barriers to doing so differed between women academics and senior male leaders. Academic women are negotiating several identities, the most pertinent of which relates to being Chinese or non-Chinese, in addition to age, length of time in the profession, and rank. Power and patriarchy were identified as the most influential factors limiting women's potential. Practice-based interventions that developmentally start with what women want are discussed. Key messages from the research are the need for a level of consciousness-raising, and the education of men, in relation to the barriers academic women face, along with widespread support for the development of a sector-wide women academics' leadership programme.
The &quot;First Woman in Finance&quot;: Emeritus Professor H. Y. Izan as Role Model in a Male-Dominated Discipline
Author: Chapple, Larelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Women Faculty,Role Models,College Faculty,Foreign Countries,Finance Occupations,Gender Bias,Equal Opportunities (Jobs),Mentors

In University life, the first women to achieve status or leadership positions inevitably are perceived as role models to their colleagues, peers and students. Role model theory suggests that although we generally understand the meaning of terms such as &quot;role model&quot; or &quot;mentor&quot;, the position of role model has several dimensions and is distinct from mentor. This case study on Professor H.Y. Izan, the first woman professor of finance in Australia and New Zealand, adopts the role model theoretical lens to examine Izan as trailblazer in the context of the eighteen women professors appointed after her during the period 1990-2021.
University Leadership as Engaged Pedagogy: A Call for Governance Reform
Author: Ryan, Juliana
Date: 2022-00-00
Type: Journal Articles
Subjects: Governance,Educational Change,Critical Theory,Teaching Methods,Holistic Approach,Vignettes,Foreign Countries,COVID-19,Pandemics,Sex Fairness,Leadership Styles,Ethics,Integrity,Universities,College Administration,Teacher Role,College Faculty,Cross Cultural Studies

Responses to COVID-19 impacts have shown how quickly universities can change, given the impetus. However, global disruptions to university learning and teaching have not yet been matched by any significant change to university leadership. Taking gender equity as our focus, we argue that pedagogical disruption should extend beyond the classroom to reshape academic leadership. In this commentary we critically reflect on the question 'How can university leaders share power to nurture caring and ethical academic leadership'? Taking some cues from disruptions to university learning and teaching, we call on the work of bell hooks to propose a holistic vision of university leadership as a form of critical pedagogy -- 'engaged pedagogy'. We draw on combined experience in professional and academic roles at six universities in Australia and Aotearoa New Zealand to share composite vignettes of holistic leadership practices grounded in integrity, collaboration and personal wellbeing. Our commentary concludes with practical suggestions for changing university governance in a time of disruption so that leadership as engaged pedagogy can be practised more widely.
Women&apos;s Work: Women Leading Women in a Teaching-Focussed First Year College
Author: Konjarski, Loretta
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Communities of Practice,Women Faculty,College Faculty,Foreign Countries,Faculty Promotion,Workshops,Leadership Training,Teacher Collaboration,Occupational Aspiration,Barriers,Teacher Attitudes,Program Effectiveness,Self Efficacy

In 2018, a community of practice initiative was introduced to enhance the career opportunities for the 53 women academics in the First Year College (FYC) at Victoria University. The FYC is a teaching-oriented college and thus the traditional career advancement through research is largely not applicable to women in the college -- many of whom are teaching-focussed academics. The Women in First Year (WiFY) executive developed and implemented workshops with the aim of aiding women on their career trajectory and in getting more women to senior levels and into leadership positions. In this article we will argue that the WiFY initiative has resulted in greater career achievements for women in the FYC. Using data collected from semi-structured interviews as well as relevant research and FYC statistics on career progression, we will argue that WiFY has had a positive effect on the career trajectory of women in the FYC who have participated in their workshops.
The Implementation of a Large-Scale Online Extensive Reading Program in Thailand--From Decision-Making to Application
Author: Puripunyavanich, Mintra
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Programs,Program Implementation,Decision Making,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Administrator Attitudes,Reading Materials,College Freshmen,Teacher Attitudes,Student Attitudes,Teacher Role,Online Courses,Reading Instruction

This study explores the implementation of a largescale online extensive reading program (ERP) at a university in Thailand. The program was integrated into two English foundation courses in one academic year and consisted of over 5,000 freshmen and 60 teachers. In-depth interviews were conducted with three administrators who were decision-makers, one ERP coordinator, and 10 classroom teachers. The results reveal that these stakeholders played their parts in making the ERP implementation successful. Also, five factors in successful ERPs, including the integration of extensive reading into the curriculum, the availability of reading materials, the institution-level support, teacher's roles, and the use of an online platform were present in this ERP. Suggestions to newcomers who plan to implement an ERP are also provided.