Thesis title: A study on teachers' and students' perceptions of the use of translanguaging in English language classrooms in Thailand. Program: Master of Education in Bilingual Education.
Introduction
- Background of study
- Statement of Problem
- Objectives
- Research Questions
- Conceptual Framework
- Definition Terms
- The Scope of the Study
- Significance of the Study
Whether translanguaging can be used in the English language classroom in Thailand and teachers' and students' perceptions of the use of translanguaging by students in English language classrooms becomes an interesting and meaningful topic for research. Teachers and students, as the prominent participants in the classrooms, held their perceptions, positive or negative, towards students' use of translanguaging. English language classrooms in this study refer to the English teaching and learning classes for English language students in a secondary school in Thailand.
First, students can better understand the use of translation in English classrooms and can use their knowledge of mother tongue and English in the classroom.
Literature Review
- English Language Teaching
- English as second language (ESL)
- English as foreign language (EFL)
- English as an international language (EIL)
- English language teaching in Thailand
- Bilingual Students
- Bilingual students
- Bilingual students and translanguaging
- Translanguaging
- Definition of translanguaging
- Translanguaging in English language classrooms
- Benefits of translanguaging
- Challenges of translanguaging
- Perceptions of Teachers and Students
- Related Studies about Translanguaging
- Summary
It can also be seen that this research tends to find out students' and teachers' perceptions about language use in the classroom. All in all, teachers' perceptions about translanguage use can influence the practices of translanguage use in the classroom. This study showed that teachers' and students' perceptions influence the implementation of teaching methods in the classroom.
This study shows that teachers and students have different perceptions about the use of translanguage in the classroom.
Research Methodology
- Research Design
- Population and Samples
- Population
- Samples
- Research Instruments
- Questionnaire
- Interview
- Validity and Reliability
- Data Collection
- Questionnaire Administration
- Interview
- Data Analysis
- Quantitative Data Analysis
- Qualitative Data Analysis
- Ethical Considerations
- Summary
In part of the research first question, the researcher used qualitative results to explain quantitative results for a deeper understanding of students' perceptions. In this study, the questionnaire used to investigate students' perceptions was adapted from two parts of the survey questionnaire used in Masood's study (2019). First, qualitative data obtained from the interviewees was used to analyze teachers' and students' perceptions of the use of translanguage.
Research questions Instrument Data Analysis 1) What are the students' perceptions of secondary .. level in relation to the use of translanguaging in English language classrooms?.
Research Results
Presentation of Quantitative Data
- Research Question 1: What are secondary level students’
However, the respondents also held neutral perceptions towards some specific items such as item one "use mother tongue (L1) in English class", item seven, "use mother tongue (L1) to answer the teacher's question", item eight "use mother tongue (L1) to ask permission from the teacher", point fifteen ―important to use mother tongue (L1) to answer the teacher's question‖, point sixteen ―important to use mother tongue (L1) to ask permission from the teacher‖ obtaining mean values of 3.26 (SD SD SD SD=1.13) and 3.04 (SD=1.15) respectively. To explore the perceptions of students of different grades towards the use of translation, the following tables are shown to show the mean values and standard deviations of the three different classes. However, there were still five items that received neutral perceptions from the respondents: item one, "use the mother tongue (L1) in the English class" with a mean value of 3.49 (SD=0.92), item seven "uses the native language (L1) to answer the teacher's question" with a mean value of 2.91 (SD=1.12), item eight "uses the native language (L1) to asked for permission from the teacher‖ with a mean value of 2.97 (SD=1.18), item fifteen ―important to use the mother tongue (L1) to answer the teacher's question‖ with a mean value of 3.21 (SD=1 ,04), the sixteenth item ―important to use the mother tongue (L1) to ask permission from the teacher‖ with a mean value of 3.34 (SD=1.05).
However, respondents also showed their neutral perceptions on the following items: item one, “use native language (L1) in English classroom” with a mean score of 3.31 (SD=1.08), item seven “use native language (L1) to answer the teacher's questions‖ with a mean value of 2.73 (SD=1.14), item eight “use native language (L1) to ask the teacher's permission". Nevertheless, there were still nine items that received positive perceptions from the respondents: item three “use native language (L1) to provide assistance to peers during activities”, item four “use native language (L1) to brainstorm during class activities”, item six ―use native language (L1) to help me understand It is important to use the mother tongue (L1) to discuss content or activities in small groups.
From Table 4.6, both 7th and 8th grade students showed positive perceptions of the use of translation in English classrooms, receiving mean scores of 3.77 and 3.65, respectively, while 9th grade students scored 3.41, indicating neutrality. It should be noted that item seven, ―use the mother tongue (L1) to answer the teacher's question‖ and item eight, ―use the mother tongue (L1) to ask the teacher's permission‖, have the lowest mean values and indicated that high school students have more negative opinion about using translation with their teacher compared to other situations. In addition to these two items, all students of the three classes showed a neutral perception to item one, ―the use of the mother tongue (L1) in the English class‖ with mean scores of 2.98, item fifteen ―it is important to use the mother tongue (L1) to respond to the teacher's question" with mean scores and 2.68 and item sixteen "it is important to use the mother tongue (L1) to ask the teacher for permission" with mean scores and 2.71.
Especially item two ―use native language (L1) to discuss content or activities in small groups‖ and item five. Based on the first research question, the researcher could generalize that secondary students' perceptions regarding the use of translanguage in English classrooms were positive by achieving the total mean value of 3.61, which was on the verge of positive.
Presentation of Qualitative Data
- Research Question 1: What are secondary level students’
- Research Question 2: What are native speaker teachers’
Conclusion, Discussion and Recommendation
Conclusion and Discussion
- Secondary level students’ perceptions towards the use of translanguaging in English classrooms
- Native English speaker teachers’ perceptions towards the use of translanguaging by secondary level students in English language classrooms
- Conclusion remarks
The final interview questions showed that few students encountered any obstacles when using translanguaging in the English classroom. However, according to the students' responses to a total of seven interview questions, secondary students had more positive perceptions than negative perceptions of the use of translanguaging, even if they encountered some obstacles. The teachers' responses to these seven interview questions could answer the second research question: what are teachers' perceptions of native language teachers in relation to the use of translanguaging by secondary level students in English language classrooms.
Results revealed that native English-speaking teachers had positive perceptions of middle school students' use of translanguaging in English-language classrooms, which was consistent with student perceptions in this study. It was similar to Whelan Ariza (2020), who emphasized the importance of the communication function using translanguaging. The analysis of interview questions eight and nine revealed that although few teachers insisted that the use of translanguages was unnecessary and preferred students to use only English, most teachers indicated that the use of translanguages could be useful for students.
They pointed out that the use of translation was beneficial in improving students' academic skills and helping them understand complex content. The findings showed agreement with Osso Parro (2018) who found that the strategic and pragmatic use of translation can ensure students' participation in class. Analysis of interview questions ten and eleven showed that most teachers recognized the importance of translation for explaining complex content and communication and its benefits for improving students' academic skills and understanding complex content.
In general, it can be seen that most teachers have positive perceptions towards the use of translation by students according to their answers. This study showed that Thai secondary students and native English teachers had positive perceptions towards the use of translation in English classes.
Challenges of the Study
The study only revealed the use and benefits of translanguaging on some aspects: communication, content understanding and interaction with teachers. This means that the use of translanguaging is important for English learning in various aspects. It confirmed the study of several researchers (Kitjaroonchai, 2019; . Nambisan, 2014; Aghai, 2016; Baker, 2001) who agreed that proper use of translanguaging can be beneficial and useful for students to help them learn English .
Thus, coding results can be subjective. In addition, this study did not provide practical solutions to solve problems when students use translation because the research objectives and research questions were limited.
Recommendations for Further Study
Onttrek van https://search.proquest.com/scholarly-journals/bilingual-colo mbia-what-does-mean-be-within/docview se-2?accountid=342 92. Onttrek van https://search.proquest .com/scholarly-journals/develop ing-thai-learners-cic-through/docview se-2?accountid=34292. Onttrek van https://search.proquest.com/scho larly-journals/cultural-linguistic-imperialism-eil-movement/docview se-2?accountid=34292.
Communicative language teaching: Observation of EFL classrooms in Thailand (Doctoral dissertation). Attitudes of students and teachers towards translation: an inter-university study in Dhaka (Doctoral dissertation, University of Brač). Retrieved from https://www.semanticscholar.org/paper/Students%E English as an International Language: A Curriculum Blueprint.
Retrieved from https://search.proquest.com/scholarly-journals/code-switching-english -instruction-factors/docview se-2?accountid=34292. Retrieved from https://search.proquest.com/scholarly-journals/they-can-speak-english -dont-want-use-teaching/docview se-2?accountid=34292 Nambisan, K. This is my lifestyle, Arabic and English': students' attitudes towards (trans)language in a bilingual university context, Language Awareness Eds.), The Handbook of Asian Englishes.
Teacher instruction and student vocabulary and comprehension: An exploratory study with monolingual English and bilingual Spanish-English students in grades 3-5. Language Teaching and Acquisition Research Network Retrieved from http://search. ebscohost.com/login.aspx?direct=true&db. 2017), “There is no need for translation: she understands”: mediation strategies of teachers in a bilingual kindergarten classroom.
APPENDIXS
Appendix A
Questionnaire for Students
The questions are presented below in the order in which they appear in the online questionnaire.
Appendix B
Information of the Thai Teacher
Appendix C
Interview Questions for Students
The images below are screenshots of online student interview questions on Google Form.
Appendix D
Interview Questions for Teachers
Appendix E
The Item-Objective Congruence Index (IOC) Form
This study aims to investigate the perceptions of secondary level students and the perceptions of native speakers of English towards the use of translanguaging in English-language classrooms to find out whether translanguaging plays an important role in teaching and learning the English language. 10 It is important to use the native language when discussing content or activities in small groups. Items Agree Not sure Disagree +1 0 -1 1 Does your teacher allow you to use your native language?
2 Do you think that the teacher should allow students to use their mother tongue in class? 4 How do you feel about the situation when you use their mother tongue in the classroom? 6 Why it is beneficial for you to use your mother tongue in addition to English in the classroom.
7 Do you consider translanguage as a tool that can improve your learning experience and develop your identity. 5 How do you think about the situation when your students use their mother tongue in the classroom. Do you believe that using the students' mother tongue is beneficial in the English classroom.
7 Why is it important for students to use their mother tongue alongside the target language in the classroom. Do you consider translanguaging as a tool that can improve the students' learning experience and develop their identity.
Appendix F
Cronbach’s Alpha Score of Pilot Study
Appendix G Permission Letter
Biography
