This research aimed to: 1) investigate the effects of Movie-Based Mobile Learning (MBML) instruction in enhancing Thai EFL university students’ speaking skills; 2) investigate effects of Movie-Based Mobile Learning instruction in enhancing Thai EFL university students’ intercultural communicative competence (ICC); and 3) examine the students’ attitude towards integrating Movie-Based Mobile Learning instruction for enhancing students’ speaking skills and intercultural communicative competence. This study employed a mixed-methods approach and a quasi-experimental study with a non-equivalent pretest-posttest control group design. The participants were the first year university students learning General English in the Faculty of Nursing at a private university in Bangkok. The students in the experimental group were taught through Movie-Based Mobile Learning instruction while the control group was taught following the university-based instruction. Research instruments consisted of MBML instruction with teaching materials, speaking test, the Intercultural Communicative Competence Questionnaire, Technology Acceptance Model (TAM) questionnaire, and the interview. The results revealed that Movie-Based Mobile Learning instruction developed Thai university students’ English speaking skills and Intercultural Communicative Competence, and that the students had positive attitude towards the implementing of MBML instruction in their English classroom. The findings implied that MBML instruction is effective in enhancing EFL students’ speaking skills and intercultural communicative competence. The study suggests that relevant English language education should emphasize the potential of using the English movies and Mobile Learning in EFL curricula and that MBML instruction can be applied to promote learning in other similar EFL contexts.
This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education. Keywords: Online learning challenges, synchronous collaborative writing, EFL writing teaching practices, EFL writing instruction
With the dramatic and utmost advancement in a new paradigm shift of education, there is inevitably noticed that instructional designers (IDs) prioritize their professional development to help students gain their academic achievement and pursue their professional goals. Apart from that, technology, especially online learning, appears to play an important role to facilitate learning and becomes one of the popular ways to deliver instruction at any level of education with the flexibility to access anytime anywhere. With this ultimate goal, it is to bring IDs learning together rather than isolating them. This makes online collaborative learning (OCL) begin. The purposes of this study were to enrich OCLCs for promoting teachers' professional development in a transformative educational system and explore attitudes towards the use of OCLCs to promote teachers' professional development. The instruments used for this study were observation with a role of a participant observer and focus group interviews. The results of this study found that OCLCs can help enriching IDs to pursue their professional development based on three key constructs: interactivity, social context, and technologies proposed by Tu and Corry. For interactivity, IDs were found enthusiastic to express their opinions with their peers. They shared their knowledge, narrated their own experiences, and inspired each other. Next was social context. IDs learned how to manage their group. They selected one representative to act as a leader to manage the group and played respect to each other. Apart from that, they shared similar goals, interests, and experiences with others. Last but not least, technologies, they were comfortable to employ technologies to deliver knowledge, interests, and experiences for stimulating their knowledge development.
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