rEFLections

Teaching English as an International Language

Nuengruethai Boonsong — 2024-12-19

Learning while Walking the Streets of Rayong: Combining Linguistic Landscape and Language Awareness through Action Research with Children

Kusuma Bangkom — 2024-09-03

This paper presents the outcomes of an action research study that implemented a linguistic landscape (LL) unit as an English language learning activity at the secondary school level in Rayong, Thailand. The theoretical framework employed in this study draws upon Lefebvre’s (1991) conceptualization of space, adapted for pedagogical purposes as explained by Malinowski (2015). The study places particular emphasis on cultivating students' awareness of the LL in their neighborhood throughout a six-week instructional session. The instructional activities were designed to investigate the potential of LL in enhancing English language acquisition and promoting cultural sensitivity. Data collection involved the utilization of questionnaires and on-site observations. Two main conclusions may be drawn from the action research project's findings. First of all, the students showed signs of a greater sense of familiarity with their neighborhood, which suggests that they are more aware of the LL around them and that they understand LL to be a useful instrument for language learning. Secondly, the students identified a discrepancy between the LL of Rayong and the city’s vibrant economic activity as well as its diverse ethnic and linguistic composition, suggesting that the existing LL does not adequately reflect these dynamic facets of the city.

Effects of Video-based Shadowing on Suprasegmental Features: EFL Learners' Pronunciation Performance and Attitudes

Van Phan Thi Tuyet — 2024-09-10

The study was conducted to investigate the effects of video-based shadowing on pre-intermediate EFL learners' pronunciation performance of suprasegmental features as well as explore their attitudes toward the technique. The study employed three instruments including pre-and post-tests, a questionnaire, and semi-structured interviews, to triangulate the data. The results showed that participants made an improvement in their pronunciation performance of suprasegmental features, especially intonation. In other words, video-based shadowing has positive effects on the participants' pronunciation performance of suprasegmental features. Besides, they had positive attitudes toward video-based shadowing and outlined some benefits of using the technique. Furthermore, the participants' preference for how to practice video-based shadowing was also discovered.

Metacognitive Reading Strategy Usage among Vietnamese University Students and its Relationship with Reading Comprehension Performance

Van T. T. Dang — 2024-09-25

The concern about learners' use of reading strategies during the reading process for better reading comprehension prompted this investigation, especially at the research site where reading skills play a pivotal role in the student's overall learning process. The main aims of the study included examinations of (1) the frequency of metacognitive reading strategy usage (MRSU), (2) differences among students of IT, Economics, and English Studies in MRSU, and (3) the relationship between MRSU and final reading test scores. The study utilized the knowledge monitoring assessment (KMA) theory, a framework used to evaluate an individual's ability to accurately judge their knowledge and understanding, to explain the MRSU-reading score relationship. An explanatory sequential mixed methods design was conducted on 297 participants who responded to the Survey of Reading Strategies (SORS) in the first phase and ten respondents in semi-structured interviews in the second. The quantitative data analysis revealed nearly 60% of moderate reading strategy users, statistically significant differences among IT, Economics, and English Studies majors in MRSU, and no statistically significant relationship between MRSU and reading test scores. Further explanations from qualitative information disclosed that reading test scores were affected by multiple factors, both internal and external, and this result is a practical contribution of the study. No statistically significant relationship between MRSU and reading scores is a theoretical contribution of the study. This finding disproves the KMA theory, which proposes that individuals' accurate self-assessment can predict better performance. Pedagogical implications for instructors and students were also discussed.

Teacher Factors as a Mediator between Teaching and Testing at the Higher Education Level

Chuenjit Athiworakun — 2024-09-30

The washback effects of high-stakes tests have become conspicuous and prevalent in Thai educational contexts. Yet, researchers in language assessment still have much to strive towards to understand the nuanced role of teacher factors as a mediator between the washback effects of high-stakes tests and teaching. This study aimed to investigate how teacher factors mediated between the Srinakharinwirot University Standardized English Test (SWU-SET), an exit examination for undergraduate students at a Thai public university in Thailand, and teaching. A mixed-methods design was implemented in this study. The researchers asked 25 full-time university teachers to complete a questionnaire, and five of them were purposively selected to be the informants for an interview and reflective journals. Descriptive statistics and content analysis were employed for data analysis. The main findings revealed that teacher factors (i.e., knowledge, beliefs, and experience) mediated between the SWU-SET and teaching. A smorgasbord of teacher knowledge of such tests and assessment literacy, beliefs in test writer integrity and professionalism, and experience in test development and taking tests could help induce the intended washback. Finally, this study also proposed a model of mediating factors and the washback effects of the SWU-SET on teaching to help stakeholders make informed decisions on teaching.

“I think I speak without hesitation”: Learning-Oriented Assessment to Enhance English Oral Communication of Thai Pre-Service Teachers

Tatchakrit Matyakhan — 2024-09-30

Learning-oriented assessments have been implemented in the English language classroom to maximize students’ ability to acquire a language through their involvement in assessment processes. Nevertheless, empirical studies investigating the oral communication ability of students using learning-oriented assessments remain limited. This study aims to investigate the effects of a learning-oriented assessment on the English oral communication ability of Thai pre-service teachers and to explore their attitudes towards the model. Thus, the study employed a mixed-methods research design. The participants of the study were 60 first-year students divided into two groups: the control group (N = 30) and the experimental group (N = 30) were selected through convenience sampling. The data were collected for 10 weeks using an oral communication test, a questionnaire, and interview questions. The results of the test were analyzed using a paired sample t-test and an independent sample t-test. The results of the questionnaire were analyzed using descriptive statistics. In addition, the qualitative data were analyzed using content analysis. The quantitative results showed positively significant effects on the development of students’ oral communication ability in the aspects of range, accuracy, fluency, interaction, coherence, and pronunciation, with a medium effect size. Additionally, the students positively reported the benefits of learning-oriented assessments as being helpful in improving their oral communication ability. Therefore, this study shows that learning oriented assessments could serve as one of many alternative approaches to developing English oral communication ability.

Enhancing Active Grammar Learning in a Synchronous Online EFL Undergraduate Classroom: Development and Assessment of the LPCR Online Instructional Model

Sasa Watanapokakul — 2024-10-07

In synchronous online EFL classrooms, students often exhibit passive participation and boredom when learning grammar. This research study presents the development of an online active grammar learning instructional model, named LPCR, which incorporates Byrne’s Presentation-Practice- Production (PPP) approach and Fink’s holistic view of active learning. LPCR was employed as an eclectic approach for teaching grammar and utilized four online applications in a synchronous online classroom. The study involved 40 second-year nursing students enrolled in an EFL undergraduate course at a public university in Thailand from January to April 2022. The effectiveness of LPCR was assessed through a grammar test, a questionnaire, and semi-structured interviews. The students’ grammar scores were analyzed using the Paired Samples t-Test and Cohen’s d, which revealed the positive effect of LPCR with a medium effect size. Also, students’ attitudes toward LPCR were assessed through a seven-point Likert-scale questionnaire and semi-structured interviews, employing the Technology Acceptance Model (TAM) as the theoretical framework. The results indicated that, on average, students considered LPCR useful and easy to use, and they had positive attitudes toward using LPCR and behavioral intention to use it. Additionally, the results of a path analysis with the students’ questionnaire responses showed both significant and non-significant direct and indirect effects of the four TAM variables: perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use. Pedagogical and research implications are drawn from the findings, and recommendations for implementing LPCR in future instances of English grammar instruction in synchronous online classrooms are offered.

Tensions at the University and Living in Liminality: English Language Teachers Navigating through New Research Expectations

Daron Benjamin Loo — 2024-10-21

This study examined tensions affecting university English language teachers, and subsequently the liminal space they occupied. In this study, tensions arose because of the introduction and promotion of Scholarship of Teaching and Learning (SoTL) for conducting language pedagogical research. This move had inadvertently displaced existing research perspectives and approaches and compelled a reconfiguration of the teacher’s professional sense of self. There were four English language teachers involved in this study, all of whom were teaching different types of English courses for academic purposes in a public university in Singapore. Data for this study comprised reflections written by the participants, which were analyzed as case studies. Through the examination of tensions and liminality affecting the participants, it became apparent that distinct strategies and coping mechanisms were enacted. There were those who sought to distinguish existing research perspectives, and those who embarked on a productive journey to navigate through the new research requirement. All these constituted professional development for the participants in personalized ways. The examination of the case studies also indicated how top-down research endeavors may be challenged, especially in a field like English language education, given its long-standing and established research traditions. Yet, the circumstance which saw novel research approaches being introduced illustrate how the professional community of English language teachers in the higher education setting remain on the fringes of academia. Future studies should consider taking an ecological approach to examining tension to gain a more comprehensive understanding of English language teachers’ professional identity.

The Effects of Learning Attributes on Students’ Writing Performance

Kantima Techadisai — 2024-11-22

This research investigates how three students’ learning attributes—attitudes, behavior, and English proficiency background contribute to the students’ writing performance. Statistical methods explored three primary areas: (1) the influence of students’ attitudes towards the students’ choice of teaching methods and learning behavior, (2) the benefits of consultations in enhancing students’ writing performance, and (3) the impact of the three factors—English proficiency background, online learning duration, and numbers of consultation—on students’ writing performance. The study involved 29 first-year undergraduate engineering students. The results showed that the students with positive attitude towards English learning exhibited higher satisfactions and engagement, regardless of whether they followed a teacher-directed or self-directed method. This positive attitude had a substantial positive correlation with the satisfactions of both self-directed (r = 0.637) and teacher-directed (r = 0.447) methods. Additionally, the satisfactions of the self-directed method significantly correlated with the satisfactions of the teacher-directed method (r = 0.707) and with learning behavior through the teacher-directed method (r = 0.581). With notable differences in pre-test and post-test scores, the consultations were pivotal in enhancing writing performance of the students who participated in the optional extra-session (t = 8.846) when comparing to those who did not (t = 5.138). The data analysis using techniques namely Feature Importance and Univariate Selection indicated that online learning duration (the time spent on the teaching materials) had the most significant impact on the students’ writing performance.

Investigating Japanese Students’ Basic Psychological Needs (BPNs) Satisfaction and Frustration in Secondary School English Classes

Kodai Kamino — 2024-11-22

Secondary English education in Japan, despite widespread policy reform, has been identified as a context in which problems with learner motivation are commonplace and persistent. Numerous quantitative studies have highlighted student dissatisfaction with a range of pedagogical factors including a disproportionate focus on rote memorization for exam preparation and a lack of student-centered activities. The aim of this study is to investigate from a qualitative approach the degree to which secondary school students’ basic psychological needs (BPNs) of autonomy, competence, and relatedness are being satisfied or frustrated within their junior high and high school English classes. Data was collected from semi-structured interviews with five university students who provided retrospective accounts of their secondary education and was subsequently deductively coded based on BPN satisfaction and frustration. Participants illustrated the key role of teacher-student and student-student interaction in both directly and indirectly facilitating satisfaction of each BPN and highlighted how more balance between exam-focused and communicative lesson content may positively contribute to student engagement and motivation. The findings of this study generally support the notion that promoting greater relatedness through positive group dynamics among both teachers and students can subsequently provide affordances for enhancing autonomy and competence satisfaction.

Language Representation of the Concept of "Wealth" and "Poverty" in Kazakh, Chinese and English

Darina Mukanova — 2024-12-02

The article is devoted to the study of the features of the verbalization of the concept of "wealth" and "poverty" in Kazakh, Chinese, and English. The relevance of the study lies in the fact that by revealing the semantic load of these concepts, the main economic categories that are important for every person, it is possible to fully reveal the historical, spiritual, and cultural traditions of the speakers of these languages, the ways they perceive reality, and, thanks to this, to determine the peculiarities of the mentality of a particular people. The purpose of the article was a scientific review of linguists' research in this area, as well as an analysis of the results of the lexical-associative experiment conducted by the authors of the article. To achieve the task of the study, general scientific methods were used, as well as special research methods, such as experiments, modeling, and forecasting. The main result of the study was the conclusion that the linguistic representation of the concept of "wealth" and "poverty" in the Kazakh, Chinese, and English languages in the collective consciousness of native speakers of this language is represented by lexical units with a variety of semantics, which is due to the cultural, historical and spiritual traditions of a particular people. The study concludes that its results confirm the fact that the components of the concept of "wealth" and "poverty" in Kazakh, Chinese, and English are interconnected, mobile, and dynamic, which change with the evolution of the social world. The study also noted that the concept itself contains not only a linguistic but also a cultural and philosophical aspect. Prospects for further scientific research are related to the study of the concepts of "wealth" and "poverty" in various linguistic cultures, taking into account the motivating features of native speakers. The results of the conducted lexical-associative experiment and the conclusions made on its basis are essential for further scientific research in linguistics, sociology, psychology, cultural studies, and other branches of science related to linguistics.

The Modal Verb ‘Shall’ in English Translations of Thai Legal Texts: The Plain Legal English Point of View

Wiriya Inphen — 2024-12-04

This study was designed to investigate the translation of laws from Thai into English with a focus on the use of modal ‘shall’ in the translations. As the trend of plain legal English continues to rise in the contemporary legal environment, some legal practitioners – lawyers, judges and legal drafters – have perceived that the use of the modal verb ‘shall’ (or the modal ‘shall’) may seem inappropriate and even to some extent, unclear in legal texts. Observing this phenomenon ultimately led to the formation of this study, and in following this line of argument, the research focuses on the extent to which the modal ‘shall’ is used by translators in the English translated versions of Thai laws, thus raising the research question: in which circumstances and to what extent do translators use the modal ‘shall’ in law translations from Thai into English? The study mainly adopted the concept of translation equivalence, focusing on the source-text and target-text clauses and sentences of the legal language, as an overall theoretical framework. The concept helps to indicate the extent to which the modal ‘shall’ is used in the English translations. As for the data, a total of 17 Thai laws (published by the Office of Council of the State of Thailand) and their corresponding translations were collected and used. The clauses where the modal ‘shall’ is used were then sorted out to create a parallel corpus for the analysis. The findings show that the modal ‘shall’ represents multifaceted denotative meanings of the verb in the Thai-source texts – referring to 1) obligation; 2) declaration of facts; and 3) futurity in Thai laws – which interestingly, deviate from the plain legal English movement. From the perspective of plain legal English, the modal ‘shall’ is only used to serve the language of obligation, often referring to a situation where ‘someone has a duty to do something’.

EFL Tertiary Teachers’ and Students’ Conceptualizations and Challenges of Using AI Tools to Improve Writing Skills in Thailand and Vietnam During the Covid-19 Pandemic

Intira Sakmiankaew — 2024-12-11

Artificial intelligence tools (AITs) have become a crucial resource for both English as a foreign language (EFL) teachers and students seeking to enhance their language skills. With the advent of cutting-edge AI technologies, the impact on teaching writing skills has been significant. A recent study explored the perceptions and challenges faced by Thai and Vietnamese tertiary teachers and students in utilizing AITs to excel in their writing skills during the Covid-19 pandemic. The study encompassed 40 teachers and 80 students from both countries who responded to questionnaire surveys, as well as 6 teachers and 6 students from each nation who were interviewed in a semi-structured manner. The study employed a mixed-methods approach, utilizing descriptive analysis for quantitative data analysis and content analysis for qualitative data. The findings indicated that while Thai and Vietnamese teachers believed that AITs could aid in developing writing skills during the pandemic, Vietnamese teachers struggled with integrating AITs into their writing teaching, whereas Thai teachers were neutral on the difficulties they faced with AITs. Similarly, Thai and Vietnamese students also had neutral views on the utilization of AITs for improving their writing skills. The study has significant implications for policymakers, teachers, and language educators in enhancing students’ writing competence. It is therefore essential to incorporate AITs into EFL classrooms to ensure that students have access to the latest technologies that can help them improve their language skills and excel in their writing abilities.

Challenges and Implications of Blended Learning Adoption in the Age of Communication Technology: A Case Study of Vietnamese Universities During the COVID-19 Pandemic

Ho Thi Thao Nguyen — 2024-11-11

The pervasive influence of communication technology has profoundly shaped contemporary life, significantly impacting global education. The COVID-19 pandemic accelerated the adoption of technologies like social media platforms and massive open online courses (MOOCs) as substitutes for traditional in-person education, exposing shortcomings, particularly in regions with limited online infrastructure. Although extensive research exists on online education, including blended learning models, the challenges associated with their effective implementation remain underexplored. This study aims to address these gaps by examining the adoption of blended learning within Vietnamese universities during the pandemic through the lens of Activity Theory. This framework, which analyzes the dynamic interactions between individuals, tools, and their sociocultural environment, provides a deeper understanding of how students, educators, and institutions navigate blended learning. This study employed semi-structured interviews with administrators, lecturers, curriculum developers, and students across four campuses of a university in Vietnam. The findings highlight key challenges related to student engagement, academic dishonesty, and constraints in institutional infrastructure, underscoring the need for targeted strategies to enhance blended learning outcomes.

Unveiling Critical Thinking Pedagogy: Classroom-Based Assessment Strategies in Higher Education

Nguyen Thi Thanh Tam — 2024-11-14

Promoting critical thinking (CT) skills has largely attracted the concern of numerous relevant stakeholders, including teachers, students, and policymakers, with the assumption that CT is a vitally learned skill needed by graduates. This study explores the extent of classroom-based assessment strategies used to promote the CT ability of undergraduate students in Vietnam. Qualitative research approaches were employed through in-depth interviews, classroom observations, and assignment analysis with a curriculum review of the Global Citizens Program at Swinburne Vietnam Alliance Program with FPT Education. The findings show that teachers have widely applied a couple of assessment techniques to increase the CT capability of students, including peer review, reflective writing, case study analysis and evaluation, teamwork projects, research-type assessments, and problem-solving. Furthermore, lecturers who are more aware of the importance of CT and those who are more flexible and skilled in testing self-developing techniques have more strategies for incorporating CT into their assessments. The study reveals that if CT is explicitly stated in the program learning outcomes and incorporated into the course outlines, it is more likely to be implemented.

Implementing the Lexical Approach with Integrated Learning Activities with Thai EFL University Students

Wadinlada Thuratham — 2024-12-11

This study implemented the lexical approach (LA) with integrated learning activities (ILAs) to determine its effectiveness in enhancing EFL university students’ linguistic knowledge and English communication skills. The objectives were twofold: 1) to assess student progress in language achievement, specifically in English grammar and vocabulary used in everyday conversation, and 2) to investigate student attitudes towards the LA with ILAs in developing their English communication skills. Forty-nine English major students from a Thai higher educational institution participated in this study. Data were collected using two research instruments: a language achievement test and a questionnaire. The data were analyzed using Microsoft Excel to calculate percentages and SPSS to examine mean scores and standard deviations. Results from a paired t-test showed statistically significant differences between the pre-test and post-test scores at the .05 confidence level, confirming that the students made progress in language achievement. The LA with ILAs significantly improved students’ knowledge of English grammar and vocabulary used in daily conversation. Moreover, the questionnaire results indicated that students believed the LA with ILAs enhanced their English communication skills, particularly in speaking, followed by reading, listening, and writing skills, respectively. Therefore, the LA with ILAs could be an effective teaching method for EFL educators to reinforce students’ linguistic knowledge and communication skills. With adequate knowledge and skills in an authentic learning environment, students will gain confidence in communicating with foreigners in real-life situations in the future.

Development of a Computerized Dynamic Reading Assessment Program to Measure English Reading Comprehension of Thai EFL Undergraduate Students

Chansak Siengyen — 2024-12-13

The present study aimed to determine the effects of a computerized dynamic reading assessment (CDRA) program on English reading comprehension of university students with a lower level of English proficiency. Fulcher’s (2003) framework was adapted in program development divided into three phases: program development, program implementation, and program evaluation. An intact group of 30 Thai EFL undergraduate students with a lower level of English proficiency participated in this mixed-methods study which employed a test-train-test approach. Quantitative data collected from non-dynamic assessment (DA) pre- and post-tests as well as five DA tests were analyzed by means of inferential statistics, while qualitative data elicited from the questionnaire and interview protocol were analyzed using descriptive statistics and content analysis. The findings revealed that the CDRA program had a positive effect on the students’ reading comprehension, as demonstrated by the post-test results and a large effect size. Qualitative analysis revealed that the students had a positive perspective on the advantages offered by the CDRA program, expressed a preference for the software, and offered opinions and suggestions for further improvement. The findings of this study yield implications and recommendations for EFL instructors of English reading courses regarding the design of the CDRA programs interface and its utilization.

Generative AI and Essay Writing: Impacts of Automated Feedback on Revision Performance and Engagement

Sumie Chan — 2024-12-18

This study investigates the impact of feedback generated by large language models (LLMs) on improving the essay-writing skills of first-year university students in Hong Kong. Specifically, it examines how generative AI supports students in revising their essays, enhances engagement with writing tasks, and influences their emotional responses during the revision process. The study followed a randomized controlled trial design, with one group of students receiving AI-generated feedback on their essay drafts while a control group did not. A mixed-methods approach was used to evaluate the feedback's effectiveness, combining statistical analysis of essay grades with student surveys and interviews. Quantitative results demonstrated that students who received AI feedback achieved significant improvements in essay quality, while qualitative findings revealed higher levels of engagement, increased motivation, and mixed emotional responses to the feedback process. These findings highlight the potential of generative AI as a tool for enhancing essay revision performance and fostering student engagement in higher education. However, further research is needed to explore its long-term impacts and applicability across diverse educational contexts.

Investigating cognitive mechanisms underlying working memory manipulation across linguistic and non-linguistic domains of bilinguals

Patdanai Puvacharoonkul — 2024-12-18

Cognitive control is a mental construct thought to be important in most cognitive tasks, including second language learning. Its functions are believed by many scholars to be mainly domain-general, with some transferability across linguistic and non-linguistic domains. Our study aims to investigate to what extent the domain-generality claim of working memory (WM) between the visual and verbal domains is true in Thai adults aged 18-36 years old. Subjects maintain and manipulate contents in the computerized WM tasks in the verbal (English, Thai, and Mixed Thai-English) and visual (kaleidoscope) domains. We hypothesized that (1) there are correlations in the WM manipulation effect of behavioral performances within the verbal domain, and (2) there are correlations in the WM manipulation effect of behavioral performances between the verbal and visual domains. Behavioral results (hit rates and reaction times) indicate significant correlations among the WM manipulation effect among the three language tasks, but not between the language and the visual tasks. Implications include that cognitive training and improvement are possible, but only within the domain. The manipulation effect can be trained across different languages using linguistic tasks, but visual tasks may not produce the desired manipulation effect in the verbal tasks. Cognitive trainings that use both linguistics and non-linguistic tasks simultaneously to train the students’ WM are recommended to achieve the manipulation effect in the language domain.

The Reality of Online Learning in the Post Covid-19 Era: A Case Study of English Language Teaching in a Private Tutoring School

Wajira Kuraekha — 2024-12-20

The Covid-19 pandemic brought about a significant shift in the education landscape, necessitating the transition from traditional classroom instruction to online learning. Prior studies (e.g., Kraut et al., 1998; Lie et al., 2020; Tanjung & Utomo, 2021) focused either on students' or teachers' attitudes toward this change. In contrast, this research explores the attitudes of both students and teachers, while also considering the perspectives of parents who play a vital role in the education system. Through examining the attitudes of ten students, ten teachers, and ten parents, this study aims to uncover the advantages and disadvantages of online learning during the Covid-19 period. Data collection involved employing a questionnaire adapted from Sangkasuth and Trimek (2021), complemented by conducting semi-structured interviews to attain a comprehensive understanding of participant viewpoints. Thematic analysis was employed to aptly categorize and quantify the collected data. The study identified four key areas of concern with online learning: adaptability, opportunity, integration, and interaction. Overall, most participants expressed positive attitudes toward online learning. Students particularly appreciated English listening and speaking classes, citing enhanced communication and better classroom management as key benefits. Teachers, increasingly familiar with the new learning platform, recognized that the inclusion of authentic and cross-cultural materials significantly boosted student engagement. Parents, observing their children's academic progress, highlighted the importance of actively monitoring their child's development and fostering an optimal learning environment.