Thesis Title Thai Students' and Teachers' Perceptions of Learning and Teaching English Using a Communicative Approach to Language Teaching. However, students may not use English to communicate in the classroom or real situations.
Objectives of the Study
As a result, it seems that students and teachers in the Loei Primary Educational Service Area Office 2 are hardly able to learn and teach English in the classroom. For example, they applied songs and games in the learning process to develop speaking and listening skills.
Research Questions
Definitions of Key Terms
Structure of this Research
LITERATURE REVIEW
English Language Teaching and Learning in the Thai Context
In developing English skills, Thai students should be able to use English for communication, critical and creative thinking skills, and study skills. Finally, language and relationships with the community and the world are about using English in different situations.
Communicative Language Teaching Approach
- Definition and Principles of CLT
- Communicative Competence
- Classroom Activities in CLT
- Teachers and Students’ Roles in CLT Classrooms
- The Use of CLT in EFL Contexts and Barriers to Adopting CLT In the 1970s, CLT was primarily developed as a Western ELT methodology
- Students and Teachers’ Perceptions of the Communicative Language Teaching Approach
For the next section of the literature review, the researcher will review students' and teachers' perceptions of the communicative language teaching approach. Bangladeshi EFL teachers had a great understanding of the communicative activities and the general principles of communicative language teaching.
Previous Research on English Language Learning and Teaching through Communicative Language Teaching Approach
- The Research on English Language Learning and Teaching through Communicative Language Teaching Approach in the Thai Context
- The Research on English Language Learning and Teaching through Communicative Language Teaching Approach in other
The result showed that the English writing exercises based on communicative language teaching were effective. The results showed that all teachers are more communicatively oriented towards language teaching than traditionally oriented.
Theoretical Framework
This chapter focuses on the research design and data analysis procedures related to the research questions and objectives of the study as proposed in Chapter One. The first part of this chapter, outlining the research approach, is a brief discussion of the research methodology used in this study.
Sampling
Therefore, this study aims to find the perceptions of students and teachers towards communicative language teaching. The previous knowledge of learning and teaching English through the CLT approach of students and teachers are important elements for the researcher to explore their perceptions of the CLT approach.
Research Tools
- Questionnaire Survey
- Semi-structured Interview
In this study, semi-structured interviews allowed the researcher to develop an in-depth understanding of student and teacher perceptions of the CLT approach. In this study, there were two sets of interview questions for the participating students and teachers to help them elicit their perceptions of learning and teaching English through the CLT approach.
Content Validity
After collecting information prior to the pilot study, the researcher developed both questionnaire questions and interview questions to explore students' and teachers' perceptions of communicative language teaching in this study. Then the researcher developed some new questionnaire statements and interview questions based on the objectives of the study.
Reliability
However, it turned out that there were some questionnaire statements and interview questions that did not directly ask students and teachers about their perception of CLT. For interview questions, the researcher used a method for data collection that originates from the semi-structured interview with ten students and 5 teachers from the pilot study process.
Data Analysis
The researcher then collected all student and teacher responses to the interview questions and compared them to the guideline responses to investigate how student and teacher responses might be consistent or not. As a result, all 10 open-ended questions of the semi-structured interview were reliable.
FINDINGS
Quantitative Findings
- Students’ perceptions of learning and teaching English through the CLT Approach
There were 1) students' perception of learning English through the communicative approach of language teaching, 2) communicative activities of English learning, 3) the role of teachers for teaching English for communication, 4) the role of students. In this part there were statements and 6) regarding the students' perceptions towards learning English through the communicative approach of language teaching. Interestingly, the researcher found that only two students (0.68%) were not interested in learning English for communication. 2) Communication activities for learning English.
In this part, there were six statements and 11) regarding students' perception of communicative activities of English learning. In this section, there are 5 points of statements and 26) regarding students' confidence in using English for communication.
Quantitative Findings in Response to Research Question 2
- Teachers’ Responses to the Questionnaire
Interestingly, all the teachers (100%) agreed on item 10 that role plays and debates are the best activities for teaching English for communication. 23 Teaching English for Communication is the best way to teach students to develop communication skills. In response to item 21, all the teachers (100.00%) strongly agreed that teaching English for communication is important for education in today's society.
Second, all the teachers (100%) agreed with item 10 that role playing and debates are the best activities to teach English for communication. Finally, the researcher found that all the teachers (100.00%) strongly agreed that teaching English for communication is important for education in today's society.
Qualitative Findings in Response to Research Question 1
- Students’ Knowledge of the CLT Approach
- Students’ Perceptions of the CLT Approach
From the interview, all the students thought that the CLT approach was an English teaching technique to develop speaking and listening skills only. In addition, some other students said that CLT was used to teach English for communication. In summary, most of the students understood that GLO is a teaching technique to develop communication skills.
This is consistent with the students' response to statement items 1 and 4 in the questionnaire regarding listening and speaking skills: "Speaking and listening are the most important skills for communication" and "Focusing on speaking skills is the goal of developing communication skills. ". In summary, almost all students said in the interview that the communicative approach of language teaching can help them develop good English for communication.
Findings in Response to Research Question 2
- Thai Teachers’ Teaching Practices
- Teacher Background Knowledge of the CLT Approach
- Teachers’ Perception toward English Teaching through the CLT Approach
The main purpose of the CLT approach is not consistent with the focus on the National Examination in Thailand. It was clear that the teachers used GLO activities in their classrooms to improve the students' communicative competence, which was the aim of the GLO approach. In summary, most of the Thai teachers did not apply much of the CLT approach in their English classes.
The interview revealed that all teachers supported the CLT approach as it was considered useful in developing students' communicative competence. The teachers emphasized that the purpose of the CLT approach was to develop the students.
Findings in Response to Research Question 3
- The Similarity of Students and Teachers’ Perception on English Learning and Teaching through the CLT Approach
- The Difference of Students and Teachers’ Perceptions on English Learning and Teaching through the CLT Approach
According to the questionnaire survey and semi-structured interview, there were three similar perceptions of students and teachers about learning and teaching English through the communicative approach to language teaching. In terms of CLT background knowledge, both students and teachers understood that CLT aimed to develop the learning and teaching of English for communication. Both students and teachers had a positive view of learning and teaching English through the CLT approach, which helped develop students' communication skills.
This means that both students and teachers agreed that CLT is a useful approach for developing communication skills. Students and teachers also offered to develop reading, writing and grammar skills instead of speaking and listening skills.
Summary of the Findings
In response to research question 2, most teachers had a wrong perception of the objectives of the communicative approach to language teaching. In response to item 4 of the questionnaire, almost all teachers agreed that the purpose of CLT is to develop speaking and listening skills. The teachers' responses in the semi-structured interview showed that teaching English for communication based on the CLT approach could help students develop communication skills.
In research question 3, the researcher found that students and teachers have different perceptions of the CLT approach. In contrast, teachers believed that students play an important role in learning English for communication in the CLT classroom.
DISCUSSION, IMPLICATIONS, AND CONCLUSIONS
- Discussion of the Study
- Research Question 1: What are the students’ perceptions of English learning through the communicative language teaching approach?
- What are the teachers’ perceptions of teaching English through the communicative language teaching approach?
- What are the differences in students and teachers’ perceptions of English learning and teaching through the communicative language
- Implication of the Findings
- Limitations of the Study
- Recommendations for Future Research
- Conclusion
In summary, teachers supported the CLT approach as useful for developing students' communicative competence. For example, students pointed out that learning English through the CLT approach focuses on developing speaking and listening skills for communication. Moreover, the problems in implementing the CLT approach for students and teachers in schools of Loei Primary Educational Service Area Office 2 are the students.
The teachers said that the CLT approach could not help students achieve higher National Test scores. Third, the students and the teachers had misunderstandings about the use of the CLT approach in communication classes.
BIBLIOGRAPHY
Teachers' perceptions, attitudes and expectations regarding communicative language teaching (CLT) in post-secondary education in Bangladesh (Master's thesis). Development of English writing exercises based on communicative language teaching in the field of foreign language learning for students prathom suksa vi (master's thesis). Communicative language teaching (CLT) conceptualization and CLT practice of Thai EFL school teachers in Bangkok (Master's thesis).
Communicative language teaching in Indonesia: Issues of theoretical assumptions and challenges in classroom practice. Implementing communicative language teaching: Korean secondary teachers' understanding and practices about CLT (Master's thesis).
APPENDICES
Students’ Questionnaire (Thai Version)
แบบสอบถามเพื่อการวิจัย
คําชี้แจง
ตอนที่ 1 ข้อมูลพื้นฐาน
เพศ
จํานวนปีที่เรียนภาษาอังกฤษ
ระดับการศึกษา
ประถมศึกษา
มัธยมศึกษาตอนต้น
หมายเหตุ
ประสบความสําเร็จกับการสื่อสารในสถานการณ์
จริง
กิจกรรมการเรียนการสอนที่หลากหลาย
รายละเอียดดังนี้
ตอนที่ 3 ข้อเสนอแนะ
ขอบพระคุณเป็นอย่างสูง
Appendix B
Teachers’ Questionnaire (Thai Version)
ตอนที่ 1 ข้อมูลพื้นฐาน
ปริญญาโท สาขา___________________
อื่นๆ ____________________
ประสิทธิภาพ
สื่อสารอยู่เสมอ
Appendix C
IOC of Students and Teachers’ Questionnaire Survey and Interview Questions
Students' perceptions of communicative language teaching approach in schools in Loei Primary Educational Service Area Office. 24 Teaching English for Communication requires professional teachers with the knowledge and expertise to develop students effectively. Students' perception of learning English through communicative language teaching approach at school in Loei Primary Educational Service Area.
Teachers' perception of English teaching through communicative language teaching approach in school in Loei Primary Educational Service Area. 1 Do you think you are sufficiently prepared to teach English with the communicative language teaching approach.
Appendix D
Students’ Perceptions towards the Communicative Language Teaching Approach
9 You use English when participating in role plays and debate activities. communication skills from a variety of learning and teaching activities. 14 Teachers give you English exercises to develop communication skills. when you have communication problems. 13 You play an important role in encouraging students to do this. use English for classroom communication. communication opportunities to practice English for communication for students.
15 Counseling and helping students when they have communication problems is an important role of teachers to develop their students' communication skills. 22 Teaching English for communication is the best way to teach students to develop communication skills.
