An attempt to raise Thai students’ awareness of World Englishes in a General English Program

Rajprasit, Krich; Marlina, Roby

doi:10.25170/ijelt.v14i1.1416

Cited by 10 publications

(7 citation statements)

References 12 publications

(18 reference statements)

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“…The journal finds that Thai English is no longer a barrier and that the participants have increased their tolerance toward English varieties (Boonsuk, Ambele, & McKinley, 2021). It is supported by others that Thailand English has gained some respect, especially for its local speaker, considering that Thailand is part of expanding circle (Rajprasit & Marlina, 2019). Another journal states that a pragmatic and humanistic approach should be conducted in order to make English sound kind and not be discriminated against (Bhowmik, 2015).…”

Section: Introductionmentioning

confidence: 95%

Using Addressing Terms to Promote World-Englishes in Indonesia

Wijayanti,

Bowo,

Wulansari

2023

Lingua Cultura

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The research were to analyze the addressing terms used in Indonesian society relating to the World-Englishes movement and to analyze the process of the World-Englishes movement through the use of the addressing terms. Therefore, the research aimed to describe the movement process, especially in Indonesian society, by looking at how the students addressed the lecturers. The descriptive qualitative approach was applied by having an interview with eight universities in Indonesia and the chatting activities between the students and the lecturers. The postcolonial theory was used to show the ownership of English. The research concludes that some diction is only understood by Indonesian people speaking English. Therefore, those terms of addressing exclusively belong to the Indonesian language. However, it can be an encouraging signal that English belongs to not only the inner circle but also the expanding circle.

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Section: Introductionmentioning

confidence: 95%

Using Addressing Terms to Promote World-Englishes in Indonesia

Wijayanti,

Bowo,

Wulansari

2023

Lingua Cultura

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“…Thirdly, the response to the call for a change from the traditional ideology of teaching English is still slow, even though certain attempts have been made by some scholars to minimize the prevalence of the native-speakerism ideology. Such attempts include the use of listening journals (Galloway and Rose, 2014), student presentation tasks (Galloway and Rose, 2018), and teacher education and development (TED) talks to expose users to different varieties of English (Kusumaningputri, 2020), as well as the development of a WE-oriented course in a university context (Rajani Na Ayuthaya and Sitthitikul, 2016), among others (Rajprasit and Marlina, 2019). Still, there is no consensus on an appropriate teaching pedagogy for such a change (Dogancay-Aktuna and Hardman, 2018); thus, the present study is another attempt to do so, and hence is innovative.…”

Section: Purpose Of the Innovation (We-oriented Learning Activities)mentioning

confidence: 99%

‘Do as WE Do’: Teaching World Englishes in a General English Course to Thai Students

Rajprasit

2021

RELC Journal

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The spread of English throughout the world has led to the language acquiring the status of an international language and has also led to the emergence of many varieties of English in different parts of the world, commonly referred to as world Englishes (WE). In this regard, WE advocates are making efforts to raise awareness of English diversity and have highlighted the need for learners and educators to develop positive attitudes toward such diversity. In order to promote greater awareness and more positive attitudes in language-learning classrooms, various WE-informed pedagogical principles for language teaching have been developed by WE practitioner-researchers. However, research building on the growing body of reports on English language teaching (ELT) classroom innovation and how to better share such innovation in practice remains scarce in some under-researched contexts, such as Thai classrooms. Consequently, the present study aims to address a gap by offering a practical example of how to incorporate WE into an English language learning course for university students in the English as a foreign language context. To further justify its significance, the study also shares the written reflections of students on their experiences with WE-oriented learning activities. These reflections revealed positive attitudes toward linguistic diversity and their improved understanding of the sociolinguistic reality of English after taking part in the innovative WE-oriented learning activities. The present study showcases innovative classroom practice that differs completely from the traditional classroom in terms of its particular focus on raising the awareness of WE, and it is also hoped that such classroom practice may provide some guidance for the further implementation of WE in other ELT contexts.

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“…In contrast, teachers have minimal control over the educational designs despite the fact that they have the intelligence on what works best contextually and culturally, for the target learners. In addition to the limited control in policymaking and planning, all official mandates must be undeniably carried out, meaning that, in Thailand, English teachers have the obligations to foster native English proficiency using Britishized or Americanized ELT approaches and pedagogies (Prabjandee, 2020;Rajprasit & Marlina, 2019) developed by native English scholars according to what they perceived universally appropriate (D'Angelo, 2012;Jindapitak, 2019;Methitham, 2011).…”

Section: Literature Review English Language Teaching Ideology In Thailandmentioning

confidence: 99%

Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers

Boonsuk¹,

Ambele²

2021

AWEJ

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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.

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An attempt to raise Thai students’ awareness of World Englishes in a General English Program

Cited by 10 publications

References 12 publications

Using Addressing Terms to Promote World-Englishes in Indonesia

Using Addressing Terms to Promote World-Englishes in Indonesia

‘Do as WE Do’: Teaching World Englishes in a General English Course to Thai Students

Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers

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