ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationships between the Use of Vocabulary Learning Strategies and Their Usefulness as Perceived by English Major Students in a Thai University
Author: Chumworatayee, Tipamas
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Metacognition,Majors (Students),Undergraduate Students,Role,Student Attitudes,Correlation,Translation,Teaching Methods,Native Language,Thai,Foreign Countries

As vocabulary is a significant part of all English language skills, vocabulary learning strategies (VLSs) have played an important role in English language learning. The present study aimed to investigate the relationships between the use and usefulness of VLSs as perceived by 72 English major students in a Thai university. The data were obtained from two research instruments: an adapted questionnaire from Schmitt's (1997) taxonomy of vocabulary learning strategies and a semi-structured interview. The findings from the questionnaire showed that the overall use of VLSs was at the moderate level and the perception of their usefulness was at the high level. In general, the perception on the usefulness of VLSs in all categories and sub-categories were found to have higher means than those of the VLSs used. Pearson product-moment correlation analysis showed a positive correlation between the use and usefulness of VLSs in the overall means and the means of both VLS categories (discovery and consolidation). For the subcategories, all except the determination VLS sub-category under the discovery category and the metacognitive VLS sub-category under the consolidation category were found to have a positive correlation. The analysis of the triangulated data between the two employed instruments showed that 'Use English-language media' was found to be one of the top five used and useful VLS reported, and 'Ask a teacher for L1 translation' and 'Underline the initial letter of the word' were found to be two of the least five used and useful VLSs reported. The findings from the present study can be a useful resource for Thai teachers regarding the teaching of VLS instruction in the classroom.
A Comparison between Highly Motivated Learners and Unmotivated Learners&apos; Learning Achievement: A Case Study of Business English Majors at Southeast Bangkok College
Author: Srisermbhok, Amporn
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Motivation,Academic Achievement,Majors (Students),College Students,Foreign Countries,Business English,Young Adults,Self Control,Learning Strategies,Positive Attitudes,Self Esteem,Second Language Learning,English (Second Language),Attitude Change,Reading Skills,Cognitive Style

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.
An Open Learning through Feminist Writing for Self-Discovery and Intellectual Development
Author: Srisermbhok, Amporn
Date: 2016-00-00
Type: Journal Articles
Subjects: Feminism,Novels,Gender Issues,Sex Fairness,Justice,Gender Differences,Authors,Sex Stereotypes,Illiteracy,Mothers,Racial Bias,Cultural Differences,Conflict,Females,Daughters,Informal Education,Educational Attainment,Personal Autonomy,Social Problems,Teaching Methods,Intellectual Development,Literature

This paper aims to demonstrate the impact of feminist writing as a new paradigm for education in the 21st Century to provoke awareness of gender inequity issues and to maintain justice and healthy living in society. It discusses the two selected works by prominent feminist authors: Alice Walker's &quot;The Color Purple&quot; and Amy Tan's &quot;The Joy Luck Club&quot; to reflect different nature of gender problems, and equity issues by providing an overview of feminist movements in the west, inclusive of leading feminist pioneers and their works that impact the works of feminist authors. The investigation of the two novels was based on the conflicts derived from gender stereotypes, illiteracy, mainstream stream male-dominant values, racism and cross-cultural conflicts derived from social prejudices against women that resulted in their oppression, suffering and poverty. Both works provide solutions to empower women through sisterhood, and the bond of illiterate mothers, who become witty through experiences and their blunt daughters, formal and informal education that empower women to be economically, and personally independent. The conclusion confirms that feminist writing and great classics are best learning resources for young learners to make them insightful of the social problems and conflicts, and their roles to enhance a healthy society.
A Study of English Vocabulary Learning Using the Dual Coding Theory
Author: Yanasugondha, Vimolchaya
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Nouns,College Students,Translation,Native Language,Thai,Comparative Analysis,Pretests Posttests,Short Term Memory,Recognition (Psychology),Pictorial Stimuli,Scores,Language Tests,Teaching Methods,Instructional Effectiveness,Linguistic Theory,Foreign Countries

This study examined the effectiveness of the application of the three types of coding which were L2 [right arrow] L1 (Thai) translation, pictorial, and in particular simultaneous L2 [right arrow] L1 and pictorial -- Dual Coding Theory (DCT) to 36 seven-letter English concrete nouns among 58 Thai EFL tertiary students who were at the beginning level. The investigation looked at the effectiveness of each type of coding in terms of the recognition rate (working memory) after three spaced presentations and the retention rate (long-term memory) among participants. The analyses were done by one way ANOVA. The findings suggested that the simultaneous L2 [right arrow] L1 and pictorial coding (DCT) group outperformed the other two groups both in the immediate posttest and the one month delayed posttest, but no statistically significant difference was found among the three groups.
Communication Apprehension When Speaking English (L2): A Case Study of Personnel in an Organization Taking Care of Public Health Located in the Suburb of Bangkok, Thailand
Author: Booncherd, Naruemon
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Medical Services,Employee Attitudes,Anxiety,Communication (Thought Transfer),Native Language,Thai,Language Usage,Coping,Intercultural Communication,Public Health,Suburbs,Disease Control,Diseases,Public Agencies,Allied Health Personnel,Government Employees,Measures (Individuals),Foreign Countries

Communication Apprehension (CA) is a construct that has been studied in many fields. In this study, CA in English (L2) was investigated among personnel in a bureau providing medical services for public. The three main aims of this research were to: (1) compare the personnel CA in L2 (English) with CA in L1 (Thai), (2) determine which demographic data affected their CA in L2, and (3) investigate the ways they cope with their high CA in L2. In order to accomplish the three aims, a mixed-method research study was conducted, starting with a quantitative study done with 92 questionnaires returned from the bureau. T-test analysis and an ANOVA test were applied. The t-test analysis results revealed that there was a significant difference of CA in the personnel of this bureau when using L1 and L2. Moreover, the t-Test also revealed that their CA levels in L1 and L2 were moderate. In addition, the ANOVA test exhibited that the number of years working with the bureau and work position affected their CA in L2 differently. Finally, in-depth interviews were conducted with six people with high and moderate CA. The interviews were transcribed into verbatim transcriptions and coded according to themes on how they coped with communication apprehension in L2. The NVivo 10 software program was used to help check the data's accuracy. The interview results reflected that personnel with high CA in L2 struggled when they had to communicate in English.
Exploring the Merits of Team Teaching in Thai Classrooms: A Critical Reflection on Practice in East Asia
Author: Moore, Benjamin
Date: 2017-00-00
Type: Journal Articles
Subjects: Team Teaching,English (Second Language),Second Language Learning,Second Language Instruction,Communication Skills,Teacher Collaboration,Language Teachers,Native Speakers,International Education,Foreign Countries,Teaching Methods,Cultural Differences,Teacher Characteristics,Thai,Language Skills,Self Efficacy,Teacher Attitudes,Teaching Styles,Foreign Nationals,Student Attitudes

In an era of ever-increasing 'internationalization' in the region, and with the demand to excel in the English language stronger than ever before, this paper seeks to revisit the notion of collaborative team teaching partnerships between local and international teachers as a useful pedagogical tool. Drawing on studies carried out in well-established team teaching programs in East Asia (e.g. JET and EPIK), team teaching is critically evaluated with reflection on its potential to be utilized in Thai classrooms. It is suggested that much more research is needed in Thailand to understand what kinds of teaching partnerships are adopted in reality, how effective they are, and what can be done to capitalize on their potential in EFL classrooms. It is argued that by maximizing teaching collaborations, the communicational abilities of Thai students could be given a much needed boost.
Grammatical Errors in Spoken English of Undergraduate Thai Leaners in a Communicative Business English Course
Author: Phettongkam, Husna
Date: 2017-00-00
Type: Journal Articles
Subjects: Grammar,Error Analysis (Language),Business English,English (Second Language),Second Language Learning,Speech Communication,College Students,Error Patterns,Identification,Morphemes,Classification,Taxonomy,Second Language Instruction,Role Playing,Foreign Countries

The study aims to explore the grammatical errors in spoken English of Thai University learners in a communicative business English course. The main objectives of the research study are to identify the types and frequency of grammatical errors. Collected data were analyzed according to the surface structure taxonomy to present a general overview. The linguistic description approach on error was also used to present the findings in greater depth. The findings revealed that omission errors accounted for more than half of the total errors made by the sampled student population, followed by misinformation, addition and misordering. According to linguistic categorization of errors, the 3 most occurring errors were plural form, article, and verb form. Results yielded through error analysis will be valuable in the area of second language lesson and curriculum planning.
Levels and Sources of Self-Efficacy of Foreign Language Learners in Different Learning Stages
Author: Luangpipat, Nattaporn
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Learning Processes,Second Language Learning,English (Second Language),Learning Motivation,Language Proficiency,Student Attitudes,Mastery Learning,Emotional Experience,Social Influences,College Students,College Second Language Programs,Foreign Countries

Self-efficacy is an essential part of motivation that leads to the engagement in individual learning process. This study focuses on exploring the levels and sources of self-efficacy of foreign language learners who are in different learning stages. 518 students, as a sample of this study, were asked to fill in the questionnaire before it was analyzed by One-way ANOVA and t-test. The result shows the fluctuation of levels of self-efficacy. In terms of ranks of sources of self-efficacy, vicarious experience, mastery experience, emotional states, and social persuasion are the most influential sources respectively for positive self-efficacy with the increasing influential due to increasing years of learning; however, for negative self-efficacy, mastery experience was the highest rank of sources of self-efficacy followed by emotional states, vicarious experience, and social persuasion with the inclining influential upon years of learning. The results of this study will give language teachers greater ability to provide supporting facilities, activities, and materials more suitably at each stage of the language learning process.
Graduate Students of Two Similar Programs: A Comparison Study of Communication Apprehension When Speaking the English Language
Author: Rimkeeratikul, Sucharat
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Interpersonal Communication,Native Language,Anxiety,Communication (Thought Transfer),Teaching Methods,Barriers,Self Efficacy,Self Esteem,Masters Programs,Comparative Analysis,Majors (Students),Career Development,Foreign Countries,Group Discussion,Meetings,Public Speaking

Communication apprehension (CA) is one important communication barrier, which can have significant negative impacts on many aspects of a person's life including perceived ability in communication, study, work performance, and promotions. On the other hand, CA has been found to be caused by many possible factors, including a lack of self-confidence and low self-esteem. This study investigated and compared CA in L1 (Thai) and CA in L2 (English) of students in a diploma program in English. The results revealed that their CA in L2 was higher than their CA in L1 in every dimension: group discussions, interpersonal conversations, meetings, and public speaking. Also, their total CA or trait-like CA in L2 was found to be higher than that in L1. In addition, when CA in L2 of the diploma students was compared to that of master's degree students with a similar major study, their CA in L2 in every dimension, as well as their trait-like CA, was found to be higher. The results may lead to a better understanding of the students in these two academic programs. Hence, the English language teaching approaches applied with these two categories of graduate students can be adjusted by instructors in order to accommodate and facilitate students who possess different types of communication traits.
Student Opinions towards a Six-Week English Programme in the United Kingdom
Author: Noom-ura, Sripathum
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,English Instruction,Program Length,Foreign Countries,Student Satisfaction,Teacher Attitudes,Expectation,Immersion Programs,Program Effectiveness,English (Second Language),Summer Programs,College Students,Speech Skills,Employment Potential,International Assessment,Cultural Awareness

Studying abroad can be a very beneficial opportunity for a learner in terms of academic, language, cultural, and life experience. This study aims to survey the opinions of twenty-eight university students towards a six-week English programme run by the Centre for Global Programmes (CGP), University of York, UK. Pre- and post-course survey questionnaires were used to gauge the students' expectations and their level of satisfaction with the five main components of the programme. Two regular teachers of the course also rated their perceptions towards each component of the course through a parallel questionnaire. In addition, two students who had experienced a similar programme at other two different institutions in two different countries in an earlier year were interviewed to provide more insightful information concerning learning opportunities, daily life and weekend, and host families and culture. The results showed that the students' expectations were mostly met, although student and teacher perceptions varied slightly.
Perceptions of Thai EFL Students Concerning Their Teacher&apos;s Competency and Empathy
Author: Thongcharoen, Yuth
Date: 2017-00-00
Type: Journal Articles
Subjects: Empathy,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Student Relationship,Student Attitudes,Code Switching (Language),Native Language,Teacher Characteristics,Preferences,College Students,College Faculty,Language Teachers,Teacher Competencies,Comparative Analysis,Thai,Native Speakers,Language Usage,Foreign Countries

It has often been found that the 'white' native English instructors were the preferred facilitators in an EFL context because of their accent and fluency in the English language however teacher's competency and by extension teacher's empathy with their students remain overlooked from the initial application and hiring process of potential applicants. As they are most directly affected this study attempts to comprehend the perceptions of Thai EFL students of their EFL instructors by collecting and analyzing data collected through questionnaire and interview protocol. Samples for the study were taken from various international universities located in the Bangkok Metropolitan Area and findings of this investigation yielded a majority of responses to the effect that although the aforementioned Thai EFL students do prefer 'white' Native English Speaking Teachers they also admit that these teacher's 'nonwhite'/ non-native counterparts can possess equal levels Teacher Competency and in some cases an even higher level of Teacher Empathy in addition to utilizing the advantages of code-switching in the classroom context. This study has been undertaken with the anticipation of generating valuable conclusions and recommendations for future institutional implementation and to determine whether the traditional mindsets concerning the &quot;Ideal EFL teacher&quot; as being a Native English speaker do in fact hold true in the minds of the Thai L2 learner.
Flipped Learning Approach: Engaging 21st Century Learners in English Classrooms
Author: Sakulprasertsri, Kriengkrai
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,21st Century Skills,Learner Engagement,English Instruction,Classroom Techniques,English (Second Language),Foreign Countries,Instructional Effectiveness,Technology Uses in Education

Advanced technology in the 21st century brings about new opportunities and challenges in societies throughout the world. Consequently, learners in this century need to be well-equipped with the content knowledge and all necessary skills for their lifestyles and future careers. Many pedagogical approaches have been introduced in English classrooms in terms of responding to the educational reform policies, especially in L2 settings such as Thailand in particular. Regarding the need for new pedagogical approaches in English classrooms to enhance students' essential skills in the 21st century, the flipped learning approach, an alternative instructional approach where the direct instruction in class time and homework are reversed, has recently received great attention from many language teachers, educators, and researchers. This article aims at providing a theoretical background and how the flipped learning approach can be employed in English classrooms to enhance learners' engagement and other skills needed in this century. In addition, it attempts to highlight some challenging issues if this approach is adopted for a wider use in English teaching in Thailand.
A Study of Problem-Solution Discourse: Examining TED Talks through the Lens of Move Analysis
Author: Ratanakul, Surasawadee
Date: 2017-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Rhetoric,Public Speaking,English

Move analysis is a research tool helping language learners and teachers to study discourse used in authentic contexts and to produce them in communication. The author examined a corpus of 50 TED talks to identify move structures including stages, problem-solution moves and the features of these moves using genre analysis and Hoey's framework for the problem-solution genre. The findings reveal three stages of oral presentation: the opening, body and closing stages; each stage consists of various supporting move features. In the substantive stage of the talk, the body stage, four moves are employed to convey messages: the problem move (44.27%), the response move (35.92%), the evaluation move (11.65%), and the situation move (8.16%). Certain move features are used rhetorically in more than one stage; for example, the restated thesis, the restated suggestion and the call for action move features are used in both the body and the closing. The study shows these empirical results with the aim of contributing to materials design and in-class practice for oral presentation courses and other events.
Making the Most of Perkins V
Author: Perry, Alex
Date: 2019-09-00
Type: Journal Articles
Subjects: Educational Legislation,Vocational Education,Federal Legislation,Educational Planning,Statewide Planning,Educational Finance,Accountability,Dual Enrollment,High Schools,Colleges,Alignment (Education),Elementary Secondary Education,State Boards of Education,Board of Education Role

Following the passage of the Strengthening Career and Technical Education Act for the 21st Century (Perkins V) in the summer of 2018, state education leaders are crafting four-year plans to implement the law, which are due to the U.S. Department of Education next spring. They ought to take full advantage of the flexibilities Perkins V has to offer. To increase students' access to career and technical education (CTE) programs, state education leaders must also push their agencies to align their Perkins plans with the plans for related laws like the Every Student Succeeds Act (ESSA) and the Workforce Innovation and Opportunity Act (WIOA). And at the state and local levels, they must take advantage of Perkins V's flexibilities and allowable uses, which may point them toward making some hard choices that will change the way funds were invested under Perkins IV. The time to have those conversations is now. States are in the middle of required public consultations, and many have started drafting their plans. This article describes how the Perkins reauthorization changed the planning process, provided new flexibility on how state and local recipients spend their money, and reformed CTE accountability systems. Additionally, it discusses how in a much more expansive way than Perkins IV, Perkins V encourages states and local entities to consider dual and concurrent enrollment and early college high schools (otherwise known as college in high school programs) as a pathway for postsecondary attainment in a student's desired career field. It goes on to describe how Perkins V closely aligns with other federal laws that overlap in their interactions with education or workforce policies, including ESSA and WIOA. Lastly, it provides a list of questions state boards should be asking while states are developing their four-year Perkins V plans.