THAITESOL Journal

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Wutthiphong Laoriandee — Mon, 12 Feb 2024 00:00:00 +0700

Differences in Thai Students’ Anxiety When Speaking English in Onsite and Online Classrooms

Ratirat Poolperm, Atipat Boonmoh — Mon, 12 Feb 2024 00:00:00 +0700

Speaking English in a face-to-face classroom versus an online classroom may make EFL students feel uneasy in different ways, depending on a variety of factors. To help students reduce anxiety, teachers must understand the different levels of anxiety they experience in different situations. This study investigated the differences in English-speaking anxiety between face-to-face and an online classroom for Thai students, and used questionnaires and structured interviews to identify the factors that may contribute to the anxiety of different students. The questionnaire was completed by 26 first-year undergraduates from a Thai public university who had both face-to-face and online classroom experience in order to compare anxiety levels in the two learning environments. Seven students were then interviewed in order to determine the factors that may have contributed to these differences. The data from the questionnaire were presented as mean scores and standard deviation (SD) in order to compare the differences in students' anxiety between on-site and online classrooms, whereas the data from the interviews were used to explain the factors that could cause these differences. The results of the questionnaire revealed that, with the exception of confidence, students' speaking anxiety in face-to-face classrooms is greater in every respect than in online classrooms. In the meantime, the results of the interviews revealed that nervousness, a limited vocabulary, and an inability to remember vocabulary could be significant contributors to anxiety differences. The discussion explained how each aspect and factor makes speaking anxiety in on-site classrooms greater than in online classrooms, and suggested and encouraged teachers to reduce students' anxiety in both types of classrooms. Teachers can improve the language learning outcomes of their students by creating a less stressful environment in the English classroom and by incorporating activities that motivate or engage students to practice speaking.

Exploring Non-Native English Teacher Identity Development and Identity in Practice at a Multilingual International School in Thailand

Benjamaporn Phaethong, Denchai Prabjandee, Punwalai Kewara — Fri, 29 Mar 2024 00:00:00 +0700

This study explores non-native English teacher identity development, and identity in practice in a multilingual international school in Thailand. Guided by the teacher’s personal interpretative framework (Kelchtermans, 1993) and identity-in-practice theory (Varghese et al., 2005), the study employed a narrative inquiry design using life story interviews, classroom observations, and shadowing technique for the data collection. The three non-native English teacher participants were purposefully selected. The data were analyzed by using the inductive coding method (Saldaña, 2009), consisting of three analysis steps: open coding, axial coding, and selective coding. The data revealed that teacher identity development was characterized by solid confidence in their non-native status and their teaching abilities as English teachers due to professional qualifications, proficiency in English, and teaching experiences. However, it was revealed that their non-native status were affected by external factors (parents and colleagues), weakening their self-esteem and job motivation. This study emphasizes the importance of English proficiency level and qualifications in building confidence among non-native English teachers. Additionally, a supportive socio-cultural environment inside the school is key to support their positive identity and maintain their confidence.

The Use of Mobile Assisted Language Learning (MALL) through Cake Application to Improve Speaking Skill of Grade 6 Bhutanese ESL Students

Nima Dorji, Nipaporn Sakulwongs — Mon, 01 Apr 2024 00:00:00 +0700

The study was aimed to examine the use of Mobile Assisted Language Learning (MALL) through Cake application in improving speaking skill of grade 6 Bhutanese ESL students and to find out students’ learning satisfaction about the use of MALL through Cake. A quasi-experimental research design was incorporated by selecting one section of 30 participants from two sections through a simple random sampling. The quantitative data gathered using pretest, posttest and questionnaire were analyzed and interpreted applying inferential statistics t-test with p  .05 level of significance, mean, and standard deviation. Likewise, qualitative data through focus group interview were condensed, coded and analyzed by a theme-based approach. The results based on the pretest and posttest showed that the students’ posttest mean score of 13.50 was higher than the pretest mean score of 7.77 with a mean score difference of 5.73. Further, the significant p value was .01 which indicated that MALL through Cake was effective in teaching English Speaking. Besides, the findings of questionnaire and focus group interview showed that the students developed much better in speaking skill which was interpreted as a high level of satisfaction; therefore, the use of MALL through Cake application was an effective tool to teach English speaking skill.