CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS
5.2 DISCUSSIONS
CHAPTER 5
the EP at the School, and the overall student feedback was agreed that all the factors influenced the classroom teaching and learning. Teachers’ opinions reported an overall strongly agreed for all the factors. The following section is a discussion on each of the factors influencing the classroom teaching and learning, as ranked by the students in the order of importance.
5.2.1 Learning in Class
The study found that the M3 EP students think that Learning in Class is the first most important factor in influencing their English learning in class at the mean of 4.06, although teachers ranked this factor as the least important, at the mean of 3.90.
Students at the M3 level were taking 5 periods per week for English subject classes, with 3 periods of English grammar per week and 2 periods of English conversation per week. Each period consisted of 50 minutes of class time. English grammar classes focused mainly on teaching grammar rules, reading and writing whereas the English conversation classes focused on pronunciation and language fluency. Students and teachers alike recognized the importance of attending formal English language classes to learn grammatically correct English grammar rules, vocabulary and writing in addition to conversation English. The English grammar teacher, a Thai native, stated that she would switch to using the Thai language to summarize and explain the English lessons to ensure students fully comprehend. Both teachers and students realized the importance of achieving English communicative competence. Furthermore, students feedback that it was important for their English learning if teachers corrected their grammatical errors immediately during speaking than after the class, indicating their earnest in learning. As mentioned, SLA researchers have found that grammatical error feedback prompts L2 learners to improve their learning (Mackey, 2006).
Both teachers and students rated active student participations such as discussions, role- plays, debates or presentations were helpful toward learning English than simply rote learning.
The English grammar teacher feedback in the open-ended questions in the teacher questionnaire that classes must be “fun with activities” because the “Thai students generally do not like English grammar classes or reading or writing in English.” Furthermore, students highlighted that by speaking mainly English in class instead of Thai will help their language learning.
5.2.2 Teaching Resources and Activities
The second most important factor rated by both students and teachers is Teaching Resources and Activities at student mean of 3.97 and teacher mean of 4.38.
The opinion feedback from both students and teachers indicated the same points that they like the instructional materials used in the classroom to be authentic. The sources could be from the Internet, magazines and newspapers that are interesting and of relevance to the students’ real- life. Authentic teaching materials that have “meaningfulness” and “authenticity” have motivating effects on language learning. The two English teachers stated in the open-ended questionnaire that they support using authentic teaching materials in their teacher resources and activities list. The materials could be movies, records, or music or from the Internet and newspaper.
Empirical studies by Mousavi and Iravani (2012) in an Iran language institute proved that students who were instructed using authentic listening materials in EFL classrooms gained a higher degree of listening comprehension and proficiency than non-authentic groups. In addition, Yu (2005) also proved in a research study in a Taiwan language institute that using authentic supplementary reading materials that were of relevance to the students’ lives would enable higher retention of learning. Peacock (1997) proved with EFL Korean University students that using authentic materials would significantly increase the classroom motivation of learners.
In addition, both teachers’ and students’ opinion feedback agreed that active student participation in language learning would enable students to learn a lot more and to learn better, because discussions, role plays, or presentations, drama, debate or conversations in groups can relax students and increase their motivation to learning. The English grammar teacher also highlighted inside the teachers’ open-ended questionnaire to involve more student-student communication, student-teacher reading, question and answer than just doing grammar exercises.
Increased student interaction would also lead to increased motivation to learning, and this point would be further discussed below.
5.2.3 Classroom Interactions
The third most important factor rated by students is Classroom Interactions at student mean of 3.96, which the English teachers rated as the fourth most important factor at teacher mean of 4.13 in the teaching and learning process.
The students’ opinion feedback showed that students’ think that more student-student interaction will help their English learning and, teachers’ feedback opinion supported a student- centered approach, more active student learning and also individualized attention on each student.
Peer interactions would involve learners “scaffold” one another in collaborative activity and this would help in language learning as students engage in reading, writing, speaking and listening (Swain and Suzuki, 2010; Swain, Brooks, and Tocalli-Beller 2002). Research studies by Taqi and Al-Nouh (2014) in a Kuwait University found that EFL undergraduate students from group work were more motivated, reported better learning and communicative skills. In another study by Seo and Kim (2011) in a Korea high school, it was found that students’ paired work in collaborative writing exerted positive influences for L2 development, and provided mutual scaffolding for each other. In 2009, Nakamol Nudee conducted a research in Songkla, Thailand at a secondary school and found that students who engaged in cooperative writing had achieved a higher level of writing ability. As mentioned, cooperative language learning not only improved learners’ language skills but also helped to create a supportive and stress-free learning environment (Mason, 2006: 52-58).
Wichadee and Orawiwatnakul (2012: 19-22) pointed on the need to be aware of some of the limitations of cooperative learning inside Thailand, that it was time-consuming for students to learn materials in a cooperative way and to work together in groups; and that seating arrangements may have to be changed from the standard classroom arrangements to allow easy interactions between students; and lastly, most Thai students may feel uncomfortable speaking English to their friends and for this reason, they do not take advantage of cooperative learning. It was suggested that teachers consider all the perspectives of collaborative learning or cultural sensitivities before actual implementation. Indeed, the English conversation teacher at the Challenger Secondary School who is English native speaker commented that one of the challenges he faced in the process of teaching English to students in Thailand was cultural sensitivity.
5.2.4 Teacher and Student Roles
The fourth most important factor rated by students is Teacher and Student Roles at student mean of 3.94, which teachers rated as the third most important factor at teacher mean of 4.38 in the teaching and learning.
The teachers’ opinion feedback was that there should be a student-centered approach to learning in which a teacher’s role was to be a facilitator to guide the students, and the students’
role was to be active participants in the learning process. Students’ opinions reflected that they
learn better if teachers were friendly and provided a relaxed and anxiety free learning environment. A relaxing and friendly classroom environment could indeed ease the stress and apprehension from foreign language learning.
The Thai National Education Act (NEA) of B.E. 2542 (1999) requires teachers to change their traditional roles from teacher-dominated role to facilitators in order to promote learners’
constructive self-learning. This may take some time for the Thai educational system to adopt in general, as traditionally the general focus in Thailand is on teacher-dominated teaching and rote learning. The old system still continues to persist and most of the teachers are not familiar with being learner-centeredness or knowing how to apply such ideas in their teaching contexts (Dueraman, 2013). Students are expected to be passive, obedient and respectful to teachers.
There is plentiful research evidence that student-centered approaches improve student learning, empower learners to improving grammar competence and motivation, speaking skills, enhance positive attitude towards learning English, develop their confidence to speak and courage to use the language in real life situations (Kahrari and Chalak, 2014; Dueraman, 2013;
Nonkukhetkhong, Baldauf, Moni, 2006).
A research by Zohrabi, Torabi and Baybourdiani (2012) in an Iran junior high school found that teacher-centered process was more suitable for developing grammar knowledge of Iranian EFL learners. However, it was insufficient for learning on communicative tasks.
Communicative competence was still the target for language learning and it was likely that a student-centered approach would help solve the issue.
5.2.5 Course Design
Students rated Course Design as the 5th factor of importance at the mean of 3.83, although teachers ranked it as second most important factors at the mean of 4.38.
Students’ and teachers’ opinion agreed that the Course Design of the English class should contain contents of relevance to their real life instead of just for the sake of taking exams.
In addition, the English conversation teacher feedback used authentic assessments such as real-life listening and face-face conversations in assessing listening, writing and speaking. As indicated under Teacher Resources and Activities, “meaningfulness” and “authenticity” is important in student learning and retention over time in order that students can relate to their real life.
Furthermore, the students were aware that communicative competence in the language would require them to spend equal amounts of time to study English grammar and English conversation classes. Both teachers recognized the importance for students to build a solid foundation on skills for English grammar, vocabulary and phonology before they can develop their speaking skills well. It has been said that speaking skills should be learnt last by the students and is thought to be the most difficult of all the four skills (Fulcher, 2003).
Discrepancy between course design and teacher implementation in the classrooms is often cited as reasons for failing to achieve English language learning outcomes (Silver and Skuja- Steele, 2005). A comprehensive study by Hong Wang (2008) in a china tertiary context revealed that teachers expressed no change in their teaching even if there was a new syllabus. Although it was clearly stated that teachers should adopt a student-centered approach and encourage active student participation and speaking in the L2 only, the teachers continued with the traditional teacher centered approach with doing most of the classroom talking and used the mother tongue and L2 in all classes. The reasons given were that the classroom sizes were large, students have low language proficiency and teachers and Chinese students study habit heavily depended on the teacher.
5.2.6 Attitude to Learning
Students have marked this factor as the last most important factor in their learning process at mean of 3.78. Teachers were not requested to feedback on this factor.
There are many research studies on motivation and the findings indicated that instrumental and integral motivations significantly affect language learning process and student academic achievement (Gardner, 1985; Kitjaroonchai, 2013, Choosri and Intharaksa, 2011;
Kyriacou and Zhu, 2008; Qashoa, 2006; Chung, 2012).
Over the decades, there have been many research findings that parental encouragement plays a vital role in the students’ attitude in language learning (Gardner, 1985). The motivation to study French in the French Canada Immersion Program is also dependent upon parents’ favorable attitudes towards French Canadians, as well as an integrative motivation (compared to instrumental motivation) for learning French (Gardner, 2009:2). The same can be written about the M3 students at the Challenger Secondary School who feedback that their parents encouraged them as well their own instrumental reasons for taking the EP.