M3 SECONDARY STUDENTS' OPINION ON AN ENGLISH COURSE IN A BILINGUAL PROGRAM IN A THAI PUBLIC SCHOOL. was submitted in partial fulfillment of the requirements for the degree of Master of Education in Bilingual Education. The results of the data analysis indicated that in the students' opinion, classroom teaching and learning within the English subject class in a bilingual education environment is influenced by factors in classroom learning, classroom interaction, teacher roles and learner, course design, teaching resources, attitudes towards learning English and overall satisfaction.
INTRODUCTION
- SIGNIFICANCE OF THE PROBLEM
- Challenger Secondary School Background
- SIGNIFICANCE OF THE STUDY
- STUDY OBJECTIVES
- RESEARCH QUESTION
- SCOPE OF RESEARCH
- Location: A Thai government bilingual school in Bangkok by the name of Challenger Secondary School (pseudonym)
- DEFINITION OF TERMS
- LIMITATIONS OF THE STUDY
The study aimed to explore the views of M3 secondary school students towards an English course in the English Program (EP) at Challenger Secondary School (pseudonym). The English course is described here as the M3 English language course offered in the EP at Challenger Secondary School (pseudonym).
LITERATURE REVIEW
ENGLISH LITERACY IN L2
It is important to understand that there are two types of language learning: basic interpersonal communicative skills (BICS), which are conversational fluency, and cognitive academic language proficiency (CALP) (Cummins, www.daphne.palomar.edu, June 2014). BICS can be acquired in 2 years, but CALP can take 5 to 7 years to develop (Cummins, www.daphne.palomar.edu, June 2014).
LANGUAGE LEARNING PROCESS
- Theories of Learning Behavior
- Intensive Language Learning
- Factors affecting Second Language Acquisition
Content-Based Teaching (SBI) or Content and Language Integrated Learning (CLIL) or Immersion Education or Language for Specific Purposes (LSP) each link language learning directly with the content of other subjects in the curriculum. In fact, it is found in the studies that integrative motivation is already present in second language learning (Gardner, www.publish.uwo.ca, July 2014).
LANGUAGE TEACHING PROCESS
- Language Teaching Techniques
Audio-lingual Method (ALM) or Audio-Visual approach is developed in the 50s and 60s based on Behaviorist theory (Skinner, 1930s-50s) and Linguistics theory (Bloomfield, 1930-
- Intensive Teaching Methodology
In an intensive teaching methodology, L2 students are taught with form-oriented instruction in the English language lessons and meaning-oriented instruction in the content or academic subject lessons. Krashen (www.sdkrashen.com, June 2014) suggests that successful language and content learning can only occur in the content classroom if instruction occurs in the classroom.
Increasing sources of information (context) and reduce reliance on academic texts
Adapt texts to simplify to make it more contextual. The actions involved here can be reducing texts like select most important information or using graphic organizers, simplify
- LANGUAGE PERFORMANCE ASSESSMENT
- Importance of Assessment
- Norm-referenced and Criterion-based Assessment
- Authentic and Performance Assessments
- Traditional versus Alternatives in Assessment
- BILINGUAL EDUCATION MODEL
- Definitions of Bilingual Education
- Benefits of Bilingualism
- Myths and Realities of Bilingual Education
- Models of Bilingual Education
- Immersion Programs
- OPINION SURVEY
- FACTORS OF TEACHING AND LEARNING IN ENGLISH LANGUAGE CLASS
Tests can be given to measure the four language skills of listening, reading, writing and speaking in the English language. Second language proficiency is distinguished between BICS (Basic Interpersonal Communication Skills) and CALP (Academic Language Proficiency).
Classroom Interactions
Researchers have suggested that interactive feedback is related to L2 learning because it prompts learners to notice L2 (Mackey, 2006).
Teacher and Student Roles
Teachers encourage learners to be active, and indeed interactive, participants so that they themselves can take the initiatives in the learning process (Rodger. Finally, the learning or language development essentially depends on the learner's active cooperation in communication (Trosborg, 1994: 61 ).The teacher-dominated instruction in the traditional classroom has shifted to active student activities involving authentic communication, collaborative learning, collaboration and problem solving (Stoller.
Student-centered classrooms place students at the center of classroom organization and respect their learning needs, strategies, and styles (Brown K.L., 2003, p.49). Instruction tends to be differentiated, which helps to meet the needs of each individual student. Teachers teach with a high level of knowledge and content, yet they differentiate how each student will understand or construct their learning (Brown K.L., 2003).
Course Design
Teacher Resources and Activities
Attitudes to Learning English
- RELATED RESEARCH
- Related Research in Thailand
- Related Research in Foreign Countries
In a study on the topic of Teacher Resources and Activities, Peacock (1997) in Korea conducted a research on 'Effect of Authentic Materials on EFL Learners' Motivation' to investigate whether authentic materials increase learners' motivation in the classroom. The research instruments consisted of questionnaires using Gardner's 1985 AMTB to measure students' integrative/instrumental motivation in learning English and interviews. The research instruments used were qualitative surveys and included three data collection instruments (quick written word association questionnaire, self-written accounts of attitudes and influences, and focus group interviews).
The research group consisted of two EFL teachers (1 senior veteran and 1 novice young teacher) who taught English to English Major and non-English Major students. Another study on tools and activities for teachers was conducted by Mousavi and Iravani (2012) in Iran, on “The Effect of Authentic Versus Inauthentic Auditory Material on EFL Learners' Listening Comprehension.” Their research group consisted of 40 all-female EFL students in two classes of “The Introduction to Phonetics and Phonology”, aged 24-29 years old, in the 3rd and 4th years of the English Department of the College of Basic Education in Kuwait. .
Kahrari and Chalak (2014) in Iran conducted another research on Teacher and Student Roles on the topic of 'The effect of empowering Iranian EFL learners on their grammar knowledge: the case of present continuous and possessive adjective'.
RESEARCH METHODOLOGY
- RESEARCH OBJECTIVE
- POPULATION AND SAMPLE
- Population
- Sample
- DATA COLLECTION
- Approval from Concerned Authority (Appendix A)
- Anonymity of the Participants and Confidentiality of their Views
- RESEARCH INSTRUMENT
- Questionnaire for Students
- Questionnaire for Teachers
- Questionnaire Evaluation Criteria
- DATA COLLECTION PROCEDURE
- Obtained permission and approval from the School Director at Challenger Secondary School in Bangkok for permission to conduct the study
- Informed the English Program Academic Director for coordination on dissemination of the students and teachers questionnaire and teacher interview questions
- VALIDITY AND RELIABILITY
- DATA ANALYSIS
- TIME SCHEDULE FOR THESIS
A cover letter was written and attached to all the questionnaires distributed to the M3 student and teacher participants in the EP English language classes, assuring the participants of confidentiality and encouraging cooperation (Cohen, Manion and Morrison. Part A: Demographics information from students consisted of questions about student's age, gender and the program enrolled in. Part B: Questions consisted of 7 factors of teaching and learning English language in the M3 English class, it is on 1 ) Learning in Class 2) Classroom Interactions 3 ) Teacher and Student Roles 4) Course Design 5) Teaching Resources and Activities 6) Attitude towards Learning English and 7) Overall Satisfaction.
Part A: Demographic information of M3 EP English teachers consisted of teachers' gender, years of teaching English, and educational background. Part B: The questions consisted of 5 factors of teaching and learning in the M3 English language classroom in the M3 English language classroom:. Part C: Open-ended questions consisted of three questions asking teachers to express their opinions on: 1) types of teaching activities used in the classroom, 2) challenges in teaching English to Thai students in the classroom, and 3) assessment methods used for students in the classroom and the focus of the assessment.
The data collection was carried out from August to November 2014 during the first semester of the school year.
RESULTS OF DATA ANALYSIS
- DEMOGRAPHIC INFORMATION OF EP STUDENTS AND TEACHERS
- OVERALL STUDENTS’ AND TEACHERS’ OPINION
- Overall Opinions on teaching and learning in English class
- OPINIONS OF STUDENTS AND TEACHERS ON TEACHING AND LEARNING IN CLASS
- Learning in Class
- Classroom Interactions
- Teacher and Student Roles
- Course Design
- Teaching Resources and Activities
- Attitude to Learning English
- Overall Satisfaction
- SUMMARY OF STUDENT AND TEACHER OPINIONS
- Learning in Class
- Classroom Interactions Student interactions
- Teaching Resources &
- Attitude to Learning English. Instrumental or
- OPEN-ENDED QUESTIONS IN TEACHER QUESTIONNAIRES
Details are in Appendix B and C. Table 4.3 above shows that students agreed with an overall mean of 4.06 that the Classroom Learning factor influenced language learning. The teachers' opinion shows that they strongly agree with an average of 4.5 that English language learning is best learned through active learning. Details are in Appendix B and C. Table 4.4 above shows that students agreed with a mean score of 3.96 overall that classroom interactions play an important role in their learning.
Details are in Appendix B and C. From Table 4.5 above, students agreed on an overall mean score of 3.95 for teacher and student roles. The rated teachers fully agreed with the overall mean score of 4.38 for teacher and student roles. Details are in Appendix B and C. Table 4.7 above shows that students generally agreed with a mean score of 3.97 for Learning Resources and Activities.
They agreed with an average score of 3.78 that their motivation for learning English is for practical purposes.
CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS
- CONCLUSIONS
- DISCUSSIONS
- Learning in Class
- Teaching Resources and Activities
- Classroom Interactions
- Teacher and Student Roles
- Course Design
- Attitude to Learning
- SUMMARY OF DISCUSSIONS
- RECOMMENDATIONS
- Recommendations for practice
- Recommendations for future research
The following section is a discussion of each of the factors affecting classroom teaching and learning, as ranked by students in order of importance. The opinion feedback from both students and teachers indicated the same points that they liked that the teaching material used in the classroom is authentic. The two English teachers stated in the open questionnaire that they support the use of authentic teaching materials in their teacher resources and activity list.
The third most important factor rated by students is classroom interaction with a mean student rating of 3.96, which was rated by English teachers as the fourth most important factor with a teacher mean of 4.13 in the teaching and learning process. Indeed, an English conversation teacher at Challenger High School, who is a native speaker of English, commented that one of the challenges he faced in the process of teaching English to students in Thailand was cultural sensitivity. The fourth most important factor rated by students is the role of teacher and student with a student mean of 3.94, which was rated by teachers as the third most important factor with a teacher mean of 4.38 in teaching and learning.
Over the decades, there have been many research findings that parental encouragement plays an important role in the students' attitude towards language learning (Gardner, 1985).
Content-based language teaching in second and foreign languages.” In Language Teaching Methodology for the 1990s. Second Language Acquisition: A Social Psychological Perspective.” Presentation at the 93rd Annual Convention of the American Psychological Association, LA, California. Culture and language as factors in learning and education.” In Teaching Immigrant Students, pp.55-83.
Honolulu, Hawaii: Second Language Teaching and Curriculum Center, University of Hawaii/University of Hawaii Press, 1998. Orientations in Language Planning." The Journal for the National Association for Bilingual Education (NABE), 8(2), Winter 1984. The Acculturation Model for Second Language Acquisition.” I Andetsprogstilegnelse og fremmedsprogsundervisning, s.27-50.
Project Work: A Means of Promoting Language Content.” In Methodology in Language Teaching: An Anthology of Current Practice.
APPENDIX
APPENDIX A
RANGSIT UNIVERSITY LETTER OF REQUEST
APPENDIX B
QUESTIONNAIRE FOR ENGLISH LANGUAGE STUDENTS
The questionnaire for English-language students is given to the M3 students who take the English-language subject on the Intensive-English Program or the Normal Program. The questionnaire has been developed in order to check the students' attitude towards teaching and learning in the English language class. This paper completed by you will be kept confidential and will only be used for this study.
Instead, the teacher should give most of the time to the students to do presentations, role plays and discussions.
APPENDIX C
QUESTIONNAIRE FOR ENGLISH LANGUAGE TEACHERS
The English teacher questionnaire is distributed to the M3 English teachers who teach English subjects in the Intensive English Program or the Regular Program. The questionnaire was developed with the intention of assessing teachers' views on teaching and learning in the English language classroom. Please mark each statement with an [x] to indicate your level of opinion (from strongly agree to strongly disagree).
This will encourage students to take initiative in English learning lessons by asking questions, clarifying and expressing opinions. To stimulate the student's interest in the lesson, other learning materials should be used in addition to textbooks, such as materials from the Internet, magazines and newspapers. No classroom teaching and learning Learning materials should be interesting and relevant to real-life examples.
What you focus on when assessing students (eg speaking, writing skills or grammar, pronunciation, vocabulary).
APPENDIX D
IOC OF QUESTIONNAIRE FOR M3 ENGLISH LANGUAGE STUDENTS
APPENDIX E
IOC OF QUESTIONNAIRE FOR M3 ENGLISH LANGUAGE TEACHERS
APPENDIX F
SUMMARY OF FREQUENCY RESPONSES IN STUDENT QUESTIONNAIRE
- Classroom Interactions 1 There should be more time spent
- Teacher and Student Roles 1 I will learn more if the English
- Teaching Resources and Activities
- Attitude To Learning English 1 My motivation to learn English is
- Overall Satisfaction
Teacher and student roles 3.1 I want to learn more if the English 3.1 I want to learn more if the English. Attitude towards learning English 6.1 My motivation for learning English is 6.1 My motivation for learning English is.
APPENDIX G
SUMMARY OF FREQUENCY RESPONSES IN TEACHER QUESTIONNAIRE
Classroom Interactions
Teacher and Student Roles
Course Design
BIOGRAPHY
