The Item-Objective Congruence Index (IOC) Form
TEACHERS‘ AND STUDENTS‘ PERCEPTIONS TOWARDS USE OF TRANSLANGUAGING IN ENGLISH LANGUAGE CLASSROOMS IN
THAILAND
English is widely taught and learnt as a foreign language in Thailand.
Various teaching methods were used to improve English teaching and learning, including translanguaging. This study aims to investigate the secondary level students‘ perceptions and the native English speaker teachers‘ perceptions towards the use of translanguaging in English language classrooms to find out whether translanguaging plays a significant role in English language teaching and learning.
This study is a survey research using the mixed-methods approach. The quantitative research instrument is questionnaire. The qualitative research instrument is a semi-structured interview. The populations of this study are 541 Thai secondary level students and six native English teachers fromIntensive English program in a private school in Thailand. By using stratified random sampling technique, 374 students are selected as samples to answer the questionnaire. The second group of nine students is selected to be the participants in the semi-structured interview by using a quota sampling. The third group of six native English speaker teachers participates voluntarily in the semi-interview.
Please tick () that correspond to your opinion towards content validity to examine the congruence between the research questions and statement from -1 to +1.
(+1 = Congruent with clear understanding, 0 = Uncertain or questionable whether item related to the study, -1 = Not congruent with this study)
Index of Item-Objective Congruence (IOC)
―Teachers‘ and Students‘ Perceptions towards Use of Translanguaging in English Language Classrooms in Thailand‖
The expert is requested to examine each item of the research instrument for its content validity. Thank you.
Expert‘s Review
No.
Questionnaire for Students (1-5 Likert rating scales)
Items
Agree Not Sure Disagree
+1 0 -1 1 I use native language (L1) in English classroom.
2 I use native language (L1) to discusscontent or activities in small groups.
3 I use native language (L1) to provide assistance to peers during activities.
4 I use native language (L1) to brainstorm during class activities.
5 I use native language (L1) to explain problems not related to content.
6 I use native language (L1) to help me to understand teacher‘s instruction.
7 I use native language (L1) to respond to teacher‘s question.
8 I use native language (L1) to ask permission from teacher.
9 It will be useful for me to use native language (L1) alongside English.
10 It is important to use native language for discussing content or activities in small groups.
11 It is important to use native language for providing assistance to peers during activities.
12 It is important to use native language for brainstorming during class activities.
13 It is important to use native language for explaining problems.
14 It is important to use native language for translating for a lower proficiency student.
15 It is important to use native language for responding to teacher‘s question.
16 It is important to use native language for asking permission from teacher.
Index of Item-Objective Congruence (IOC)
―Teachers‘ and Students‘ Perceptions towards Use of Translanguaging in English Language Classrooms in Thailand‖
The expert is kindly requested to examine each item of the research instrument for its content validity. Thank you.
Expert‘s Review
No. Semi-structured Interview Questions for Students
Items Agree Not Sure Disagree +1 0 -1 1 Does your teacher allow you to use your native language in
the classroom? Why or why not?
2 Do you consider the teacher should allow students to use native language in the classroom? Why or why not?
3 When will you use native language in the classroom?
Why?
4 How do you think about the situation when you use their native language in the classroom?
5 How can you be benefited by using native language alongside English in the classroom?
6 Why is it beneficial for you to use native language alongside English in the classroom?
7 Do you consider translanguaging as a tool which can enhance your learning experience and develop your identity? Why or why not?
8 How does translanguaging create obstacle for you while developing your target language?
Index of Item-Objective Congruence (IOC)
―Teachers‘ and Students‘ Perceptions towards Use of Translanguaging in English Language Classrooms in Thailand‖
The expert is requested to examine each item of the research instrument for its content validity. Thank you.
Expert‘s Review
No. Semi-structured Interview Questions for Teachers
Items Agree Not Sure Disagree +1 0 -1 1 How long have you been teaching English in Thailand
(years)?
2
To what extent can you speak Thai language? Please describe your proficiency in Thai language on listening and speaking skills.
3 Have your students ever used their native language in the classroom?
4 When will your students use their native language in the classroom?
5 How do you think about the situation when your students use their native language in the classroom?
6
Do you believe the use of the students‘ native language is beneficial in English language classroom? Why or why not?
7 Why is it important for the students to use native language alongside target language in the classroom?
8 How students can be benefited by using translanguaging in the classroom?
9 How does translanguaging create obstacle for the students while developing their target language?
10
Do you consider translanguaging as a tool which can enhance students‘ learning experience and develop their identity? Why or why not?